Technology and Problem-Based Learning

Uden, Lorna; Beaumont, Chris

doi:10.4018/978-1-59140-744-7

Cited by 112 publications

(72 citation statements)

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“…Methods of learning, assessing and working, which emphasise group-and student-centred learning related ways of assessment, are difficult to apply if the set of values and the culture of an institution do not support these (Bielaczyc 2001;Poikela & Poikela 2005). Beginning in the 1960's with a rather pragmatic origin, PBL has spreaded out in different variations throughout the world, yet, arguably still preserving its foundations (Boud & Feletti 1997;Uden 2005). The interest in the effects of PBL has produced three meta-analysis (Albanese & Mitchell, 1993;Dochy et al, 2003;Vernon & Blake, 1993), which all have similar conclusions on positive effect of PBL on skills but not significant difference on knowledge when compared to traditional curriculum.…”

Section: Background: From Face-to-face To Online Pblmentioning

confidence: 94%

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Shifting Perceptions within Online Problem-Based Learning

Donnelly¹,

Portimojärvi

2009

Encyclopedia of Distance Learning, Second Edition

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INTRODUCTIONThis chapter is aimed at supporting academic staff in universities and colleges who have begun or are considering introducing online problem-based learning (OPBL) for students' learning. OPBL is a promising combination of pedagogical innovations and technological solutions which support and enhance each other. In this chapter we will examine the perceptions present in higher education today, which are connected with the development within the research fields of e-learning and problem-based learning.This chapter is based on the recent and extensive emergence of literature on online learning and the success of problem-based learning (PBL). Traditionally, PBL has usually been conducted in a face-to-face setting. Whilst there is a growing researchbase in the area (Donnelly, 2005;Koschmann, 2002;Portimojärvi, 2006;Uden, 2005;Valaitis et al., 2005), it is fair to say that less is still known about the use of PBL in the electronic-based distance-education "virtual classroom."In this chapter we delineate the field of OPBL, with a particular emphasis on the interlocking of theory and practice. This will be supported by illustrations of OPBL from the perspectives of both tutors and students on two current modules in higher education. A first section in the chapter will explain the main concepts of PBL and explore the implications that recent information and communication technologies (ICTS) have on to it. Then the key differences between the traditional and online environment of PBL will be specified. The chapter will continue with a consideration of suitable technologies and media choices available in a rapidly changing field today. Following on from this, will be a presentation of two case studies on implementing online PBL in both a blended and a distance learning environment.Finally, the chapter will conclude with a summary of the theoretical and empirical aspects of this field and a contemplation of implications for the future. BACKGROUND: FROM FACE-TO-FACE TO ONLINE PBLProblem-based learning (PBL) is a comprehensive approach to learning environments, curriculum, learning, studying and teaching. It is grounded in experiential, collaborative, contextual and constructive theories of learning, and it has clear points of convergence with processes of everyday learning and action. PBL can be used in many formats, such as small-group tutorials, problem-based lectures, largegroup case method discussion, and problem-based laboratories (Kaufman, 1995).However, it is used most commonly in small groups with a facilitator. There have been oft-cited multi purposes to PBL, with these mainly being cognitive effects on students' learning: increased retention and higher comprehension of knowledge (Albanese & Mitchell, 1993), and in the literature, there are examples that PBL is a valid and valuable means of increasing student learning in any online class where higher-order learning is desirable (Ronteltap & Eurelings, 2002). Further benefits of online PBL are the development of self-directed learning skills, and the enhan...

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Section: Background: From Face-to-face To Online Pblmentioning

confidence: 94%

“…Traditionally, PBL has usually been conducted in a face-to-face setting. Whilst there is a growing researchbase in the area (Donnelly, 2005;Koschmann, 2002;Portimojärvi, 2006;Uden, 2005;Valaitis et al, 2005), it is fair to say that less is still known about the use of PBL in the electronic-based distance-education "virtual classroom. "…”

mentioning

confidence: 99%

Shifting Perceptions within Online Problem-Based Learning

Donnelly¹,

Portimojärvi

2009

Encyclopedia of Distance Learning, Second Edition

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“…Furthermore, the tutor also understood how to motivate participants who were seldom joined the activities and how to support participants who were already involved in the activities. This tutor ability corresponds to what Mayo & Donel (in Uden and Lorna, 2006) state that "tutor have to possess skills to manage their tutorial group in order the participants focus to the problem arising and able to overcome every obstacles in the tutorial process. Moreover tutor have to encourage participants to think critically in overcoming their problem".…”

Section: Discussionmentioning

confidence: 99%

A Model of Women Literacy Preservation through Koran Ibu Program

Fauzi

2016

EduLearn

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The effect of literacy education is often disappointing, because many participants do not practice their literacy so that it becomes dull. Government has done many efforts to preserve literariness; one of them is done through Koran Ibu (mother newspaper) program. This program is an effort to improve women literacy which is implemented at basic and advanced literacy education through the activity of journalism. The research focus is the improvement of literacy ability of women during the activity of Koran Ibu journalism. The research employs qualitative approach with case study method and interviews, observation, and documentation analysis as data collection procedure. The research's subjetcs are 20 housewives who have completed the basic and advanced literacy education program. The result of the research shows that participants significantly develops the literacy skills, it is indicated from that they are able to participate in Koran Ibu's rubrics with their literary works based on reportage and personal experience. The program is succesful due to the coordination among local participants (headman 'Lurah", head of sub-district "Camat", local to sub-district level of family welfare guidance (PKK) committee members), the cooperation with proper stakeholders (university and local tutor), the appropriate approach of adult learning that accommodate characteristics of the adults, the flexible yet planned implementation strategy, and the routine evaluation and assessment.

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“…Hasil penelitian menunjukkan bahwa model pembelajaran berbasis masalah efektif ditinjau dari kemampuan pemecahan masalah (Angkotasan, 2014;Sari, 2014). Uden & Beaumont (2005) menyebutkan bahwa dalam pembelajaran PBL siswa dapat mempertahankan atau menyimpan pengetahuan lebih lama dibandingkan dengan kelas tradisional.…”

Section: Gambar 1 Hasil Evaluasi Siswaunclassified

Pembelajaran Berbasis Masalah Untuk Meningkatkan Pemahaman Konsep Matematika Pada Materi Segiempat Siswa SMP

Fitrah¹

2017

KJPM

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ABSTRAKPemahaman konsep dalam matematika sesungguhnya langkah awal yang menjadi prioritas guru, sebab salah satu syarat untuk siswa menerima materi-materi selanjutnya. Penelitian ini bertujuan untuk menjelaskan aktivitas guru dan siswa pada pembelajaran berbasis masalah yang dapat meningkatkan pemahaman konsep dan peningkatan pemahaman konsep siswa pada konsep matematika materi segiempat serta respon siswa pada pembelajaran berbasis masalah. Penelitian ini menggunakan penelitian tindakan kelas bersifat kualitatif dan kuantitatif. Subjek penelitian adalah siswa SMP Negeri 1 Dompu Kelas VIIA sebanyak 34 Orang. Instrumen yang digunakan adalah lembar tes, observasi dan wawancara, angket serta dokemen. Data penelitian inipun dianalisis dalam bentuk rata-rata dan persentase kemudian dikombinasikan dengan hasil wawancara yang bersumber dari guru dan siswa. Hasil penelitian menunjukkan pemahaman konsep siswa dapat ditingkatkan menggunakan pembelajaran berbasis masalah, terbukti pada peningkatan setiap siklus pembelajaran. Hal ini didukung pada aktivitas guru dan siswa berdasarkan langkah-langkah pada pembelajaran berbasis masalah yaitu pada siklus pertama aktivitas guru dengan presentasenya 92,5% meningkat disiklus kedua sebesar 97,5%, sedangkan aktivitas siswa disiklus pertama dengan presentasenya adalah 93,8% dan meningkat pada siklus kedua sebesar 97,69%. Sedangkan pada hasil tes pemahaman konsepnya adalah siklus pertama adalah 79, 41% dengan rata-rata nilainya adalah 77,35 dan siklus kedua pemahaman konsep matematika siswa meningkat secara signifikan, hal ini terbukti presentasenya adalah 88,24% dengan rata-rata nilainya adalah 84,26. Sehingga pencapaian antara aktivitas guru dan siswa serta pemahaman konsep matematika siswa pada pembelajaran berbasis masalah mendapatkan respon yang positif berdasarkan transkripsi dari siswa, karena siswa merasa senang dengan suasana belajar yang memaksimalkan aktivitas pada kelompok yang dibagikan.Kata Kunci : Kaidah Matematis, Nirok-Nanggok, Teori Peluang. PENDAHULUANPendidikan sangatlah penting untuk modal kehidupan, sebab pendidikan akan membekali siswa secara terencana agar siswa penuh mengembangkan potensi yang ada dalam diri agar memiliki akhlak mulia, kepribadian yang cerdas, kemampuan berpikir secara totalitas, serta keterampilan oleh dirinya, masyarakat, Bangsa, dan Negara (Depdiknas, 2003). Sebab salah satu solusi untuk hal demikian adalah melalui pendidikan matematika, sebab matematika adalah salah satu mata pelajaran yang diwajibkan dipelajari

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Technology and Problem-Based Learning

Cited by 112 publications

References 0 publications

Shifting Perceptions within Online Problem-Based Learning

Shifting Perceptions within Online Problem-Based Learning

A Model of Women Literacy Preservation through Koran Ibu Program

Pembelajaran Berbasis Masalah Untuk Meningkatkan Pemahaman Konsep Matematika Pada Materi Segiempat Siswa SMP

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