Problem-Based Learning: An Overview of its Process and Impact on Learning

Yew, Elaine H. J.; Goh, Karen

doi:10.1016/j.hpe.2016.01.004

Cited by 538 publications

(420 citation statements)

References 29 publications

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“…PBL may be defined as a student‐focused educational method where students learn about a specific field by trying to solve an open‐ended problem (Phungsuk, Viriyavejakul, & Ratanaolarn, ). PBL helps develop the reflective, critical, and collaborative skills of students (Yew & Goh, ). Diverse approaches to PBL include the following: Garcia‐Robles, Diaz‐del‐Rio, Vicente‐Diaz, and Linares‐Barranco () applied PBL to computer engineering college students, in a blended learning environment by means of collaborative learning. Phumeechanya and Wannapiroon () designed a ubiquitous learning environment designed to acquire problem‐solving skills by using PBL.…”

Section: State Of the Artmentioning

confidence: 99%

“…PBL may be defined as a student-focused educational method where students learn about a specific field by trying to solve an open-ended problem (Phungsuk, Viriyavejakul, & Ratanaolarn, 2017). PBL helps develop the reflective, critical, and collaborative skills of students (Yew & Goh, 2016). Diverse approaches to PBL include the following:…”

Section: State Of the Artmentioning

confidence: 99%

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Expert system for problem solving in distance university education: The successful case of the subject “operations management”

et al. 2019

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Acquiring the skills needed to solve certain types of problems is one of the main challenges of distance university education, demanding extra motivation from students to tackle it. New technology should be one of our great allies in addressing these problems. This article proposes an expert system with a web‐based problem‐solving simulator for a multidevice environment in order to allow students to access an unlimited number of problems with their corresponding solutions, immediately, anytime and anywhere. The types of problems that can be used are those based on quantitative methods with a fixed methodology to be followed. A successful case study was carried out for the subject Operations Management at the Distance University of Madrid (UDIMA), with three different problem simulators having been developed. The results were very satisfactory compared with previous academic years in terms of motivation. A decrease in students that did not sit the final examination was observed, as was an increase in the number of visits to the Moodle classroom. Students also responded positively in their assessments of the initiative.

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Section: State Of the Artmentioning

confidence: 99%

Section: State Of the Artmentioning

confidence: 99%

Expert system for problem solving in distance university education: The successful case of the subject “operations management”

et al. 2019

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“…There have been numerous attempts to find ways to introduce and integrate real-world issues into schooling. Such interventions could all be described as authentic educational practices that are also coupled to various potential benefits and limitations (Blumenfeld et al, 1991;Dilworth & Revans, 1998;Kolb, Kolb, Passarelli & Sharma, 2014;Lave & Wenger, 1991;Lombardi, 2007;Yew & Goh, 2016). Authentic Learning is the focus of this study since it can be investigated not only from the perspective of technology-as-subject, but also extended to general education at large, from pre-school to university.…”

Section: Background To Authentic Learning Practicementioning

confidence: 99%

Design of an authentic innovation project in Swedish upper secondary technology education

Svärd¹,

Schönborn²,

Hällström³

2017

AJTE

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“…The advantage of PBL is to familiarize students with overcoming problems through case study simulations in class based on problems of daily life so as to foster social solidarity in discussions (Batdi, 2014). In addition, PBL is able to train students in using various concepts, principles and skills that they have learned to solve the problems encountered (Yew & Goh, 2016). Based on some of the results of these studies, the implementation of PBL needs to be conducted for various subjects in Higher Education, one of which is the Cell Biology course.…”

Section: Introductionmentioning

confidence: 99%

Blended-Problem-Based Learning: How its impact on students' critical thinking skills?

Lukitasari

Purnamasari

Utami

et al. 2019

JPBI

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Critical thinking skills are one of the four main competencies that must be empowered in the 21 st -Century Learning. This study aimed to describe students' critical thinking skills through the application of blended-problem-based learning (PBL) in the Cell Biology course. The data sources of this research were 28 students who were taking Cell Biology Course in Department of Biology Education, Universitas PGRI Madiun. The research instruments used were 1) observation sheet, 2) interview guidelines, and 3) critical thinking skills test. The study was designed by applying blended-PBL on 12 topics. The data analysis was performed in descriptive qualitative. The results showed that the application of blended-PBL was able to train students to improve their critical thinking skills in term of how to answer the test given. However, further studies need to be done with a wider number of samples and material scope to get more comprehensive information.

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Problem-Based Learning: An Overview of its Process and Impact on Learning

Cited by 538 publications

References 29 publications

Expert system for problem solving in distance university education: The successful case of the subject “operations management”

Expert system for problem solving in distance university education: The successful case of the subject “operations management”

Design of an authentic innovation project in Swedish upper secondary technology education

Blended-Problem-Based Learning: How its impact on students' critical thinking skills?

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