Problem‐Based Learning in Digital Spaces

Savin‐Baden, Maggi; Bhakta, Roy

doi:10.1002/9781119173243.ch28

Cited by 6 publications

(2 citation statements)

References 33 publications

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“…Problems embedded in relevant and rich learning contexts require deep thinking in order to identify and evaluate multiple possible solutions and to select and apply appropriate and meaningful strategic thinking [45]. The use of relevant and rich learning contexts also serves to intrinsically motivate students to address such problems by engaging in opportunities for collaboration [46]. When students are challenged to collaboratively engage with relatable problems that are meaningful to the local, national, or global contexts in which they live, intrinsic motivation is also likely to be enhanced as such challenges may appeal more broadly to their values and beliefs.…”

Section: (Ii) the Context In Which The Problem Is Embeddedmentioning

confidence: 99%

Principles of Problem-Based Learning (PBL) in STEM Education: Using Expert Wisdom and Research to Frame Educational Practice

et al. 2022

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Developing teacher knowledge, skills, and confidence in Science, Technology, Engineering, and Mathematics (STEM) education is critical to supporting a culture of innovation and productivity across the population. Such capacity building is also necessary for the development of STEM literacies involving the ability to identify, apply, and integrate concepts from STEM domains toward understanding complex problems, and innovating to solve them. However, a lack of visible models of STEM integration has been highlighted by teachers as a challenge to successfully implementing integrated STEM education in schools. Problem Based Learning (PBL) has been well-established in higher education contexts as an approach to learning in the STEM disciplines and may present an effective way to integrate knowledge and skills across STEM disciplines in school-based STEM education and support the development of students as capable, self-directed learners. However, if PBL is to effectively contribute to STEM education in schools and build teacher capacity to teach STEM, then this approach needs to be better understood. This paper aims to generate a set of principles for supporting a PBL model of STEM education in schools based on insights from the literature and expert focus groups of PBL professionals. Four principles of PBL emerged from the data analysis: (a) flexible knowledge, skills, and capabilities; (b) active and strategic metacognitive reasoning; (c) collaboration based on intrinsic motivation; and (d) problems embedded in real and rich contexts. The study outcomes provide evidence-informed support for teachers who may be considering the value of adopting a PBL approach in school-based STEM education.

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Section: (Ii) the Context In Which The Problem Is Embeddedmentioning

confidence: 99%

Principles of Problem-Based Learning (PBL) in STEM Education: Using Expert Wisdom and Research to Frame Educational Practice

et al. 2022

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“…This finding is congruent with Shin et al's (2020) view that extending assistance and social support when students utilise technological tools would greatly help students. Social support should be given during the early stages of the PBL to allow students to make full use of and engage in the online PBL (Savin-Baden & Bhakta, 2019).…”

Section: Resultsmentioning

confidence: 99%

Students’ Experience of Empowerment from Multiple Scaffolders in PBL on Facebook

Abdullah¹,

Neo²,

Low³

2022

JSSH

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Scholars propose that students should be empowered when using social media in problem-based learning (PBL) as it is expected to provide positive learning experiences. Nonetheless, even though the use of social media has been described as empowering in PBL, not much research has measured students' experiences of the empowerment offered by multiple scaffolders through social media. In this study, 84 final-year undergraduate management students from a private university in Malaysia participated in a simultaneous within-subject experimental design to solve a business decision-making problem on Facebook. For eight weeks, multiple scaffolders, including an instructor, two business experts, and three to four peers, were present in each closed Facebook group. The students then answered a questionnaire following the PBL activity. Anchored on the Structural Empowerment (SE) Theory, this study evaluated the students’ perceptions of the SE provided by these scaffolders. Subsequently, the relationships among the scaffolders were measured. The results were analysed descriptively and inferentially. Overall, the students reported positive learning experiences but perceived that the instructor and peers provided more SE than the business experts. However, the business experts’ comments on the students' work and discussion points accelerated their problem-solving tasks. Furthermore, the SE provided by peers, instructors, and business experts correlated significantly, suggesting each scaffolder relied on each other when scaffolding. The findings indicate that all scaffolders, including the more experienced ones, should depend on the SE provided by other scaffolders to enable students to complete the complex business problem-solving tasks in PBL.

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Designing Online Learning Environments to Support Problem-Based Learning

Huang

2022

Handbook of Open, Distance and Digital Education

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Problem-based learning (PBL) represents an instructional approach through which learning is gained by investigating, negotiating, and resolving meaningful problems. PBL can be challenging to implement, and the online learning ecology adds another layer of challenges as it demands effective interactions between pedagogy and technology. To inform the design of online learning environments to support PBL, this chapter presents a practical pedagogical framework to support four key aspects of PBL implementation: (1) preparation and planning, (2) design and development, (3) implementation and facilitation, and (4) assessment. Strategies, tools, and examples were drawn from the literature to address each aspect.

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Problem‐Based Learning in Digital Spaces

Cited by 6 publications

References 33 publications

Principles of Problem-Based Learning (PBL) in STEM Education: Using Expert Wisdom and Research to Frame Educational Practice

Principles of Problem-Based Learning (PBL) in STEM Education: Using Expert Wisdom and Research to Frame Educational Practice

Students’ Experience of Empowerment from Multiple Scaffolders in PBL on Facebook

Designing Online Learning Environments to Support Problem-Based Learning

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