Problem‐Based Learning: A Learning Environment for Enhancing Learning Transfer

Abstract

This chapter provides a conceptual foundation and rationale, as well as instructional design guidelines, for using problem‐based learning (PBL) to enhance adult learners' learning transfer.

Enhancing Metacognitive Scaffolding and Comprehension Ability through Problem-Based Learning in an EFL Context

“…is study is also in accord with the studies that indicate the positive impact of PBL on deep, meaningful knowledge construction [1,23,24]. e results in this study can be explained by the PBL theory, which indicates that deep, meaningful learning can be achieved by prompting the learners to participate in authentic problem-solving through self-directed learning, collaboration, and reflection [17,37]. Enhanced metacognitive strategies awareness and use and also high comprehension ability in the experimental group in comparison to the control group can be clarified in this way that PBL as a constructivist teaching method accentuates learning through experience and reflection rather than memorization and parrot-like learning [38].…”

A Full Flip: One Catholic University’s Journey with Campus-Wide Flipped Instruction

“…The student respondents indicated that they felt "empowered" by the student-centered nature of the curriculum and that they enjoyed applying the content to realworld problems, which again aligns with previous study findings (Goodwin & Miller, 2013;Herreid & Schiller, 2013;Hung, 2013;Sams & Bergmann, 2013;Wiginton, 2013). The faculty interview and survey data indicated that students were engaged with the content from their experiences, both in and out of class.…”

“…• The active learning problem is a concrete, real-world problem that is well defined • Instructors provide scaffolding for the problem-solving process, including activating prior knowledge and articulating a rule system for problem solving • Students work in groups but are graded individually in a timely manner • Students complete the required readings, lectures and activities outside of class and come to class prepared to interact with the content These findings are consistent with those of previous studies, indicating the need for scaffolding, well-defined problems, and self-efficacy on the part of the student to prepare for class (Allen, Donham, & Bernhardt, 2011;Hesson and Shad 2007;Hung, 2013;Smith & Cook, 2012).…”

Generic preparation for upcoming explanations: intra- and inter-domain effects of a digital training intervention

“…In the bigger picture, enabling learners to apply and transfer knowledge from one domain to another has been one of the ultimate goals of instructors for decades (Hung, 2013). In the present study, showing learners how to optimally process given explanations in one domain obviously benefitted them to use these strategies in similar but not identical situations.…”