The Relationships Between Problem Design and Learning Process in Problem-Based Learning Environments: Two Cases

Hung, Woei; Mehl, Katherine R.; Holen, Jodi Bergland

doi:10.1007/s40299-013-0066-0

Cited by 22 publications

(18 citation statements)

References 24 publications

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“…However, studies supporting the findings are far more than the studies that contradict the results in this study. For example, Hung, Mehl and Holen (2013) stated that learners in cooperative language classrooms are better at communication and interaction. Johnson and Johnson (2013) suggested that when learners are in cooperative language atmosphere, they learn how to communicate well and help each other to have better language skills.…”

Section: Discussion Conclusion and Suggestionsmentioning

confidence: 99%

Online Cooperation in English Language Learning

Ünal¹,

Gürol²

2019

JEP

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The purpose of this study aimed at examining the results of cooperative online activities in English Language Learning. This study is a quantitative study with experimental design. Random sampling method was used to determine learners and classes. Participants of this study were 229 English language learners in B1 level, 113 of whom are experimental group in 5 classes and 116 of whom are control group in 5 classes. Learners in experimental group followed a course design based on cooperative online activities and tasks for fifteen weeks. For data collection, a proficiency test named ALCPT was administered to learners at the beginning and end of the term as a pre-test and post-test. Cronbach alpha level of the test was found to be, 98. Reading, writing, listening, speaking, vocabulary and grammar achievement tests were implemented at the end of the semester. Data were analyzed with the help of SPSS 20 by employing descriptive and inferential statistics. Test of normality and homogeneity were calculated by applying Kolmogorov-Smirnova and Levene Statistic respectively. Results showed experimental group were significantly different in their proficiency test scores although there was no significant difference between control group and experimental group at the beginning of the semester in their pre-test proficiency test scores. Achievement test scores revealed that learners in experimental group did significantly better in listening, reading, writing and vocabulary achievement tests. However, there weren't significant differences in speaking and grammar achievement tests between two groups.

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Section: Discussion Conclusion and Suggestionsmentioning

confidence: 99%

Online Cooperation in English Language Learning

Ünal¹,

Gürol²

2019

JEP

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“…Cooperative or collaborative learning is based on the work of the philosopher Dewey, and social psychologists Piaget and Vygotsky about experiential learning and student-centered learning. Hung, Mehl and Holen (2013), in a study on the relationship between problem design and learning process in a problem-based environment, found that problem-based learning is a kind of cooperative technique which improves critical thinking and makes learners ready to undertake tasks in the real world. They concluded that the kind of problems in this environment affects learners' cognitive level and influences learners' perception psychologically.…”

Section: Cooperative Learningmentioning

confidence: 99%

Cooperative and Competitive Teaching Techniques Affecting Iranian Efl Learners’ Autonomy Level

Zarei

Layeq

2016

IJ21CE

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This study investigated the effects of competitive and cooperative teaching techniques on Iranian adult EFL learners' autonomy. To this end, a sample of 88 non-English major university students at Sohrevardi Nonprofit College in Qazvin were assigned to two groups, and each group received instruction under one of the treatment conditions including cooperative and competitive teaching techniques. To collect data, the Persian translation of an autonomy questionnaire was administered before and after the treatment. The obtained data were analyzed using an Analysis of Covariance (ANCOVA) procedure. The result of data analysis showed that competitive and cooperative teaching techniques affected the level of autonomy in EFL learners. The learners in the cooperative group were more autonomous. The findings of the present study may have implications for learners, teachers, and syllabus designers.

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“…Therefore, implementing PBL in a setting that is different from the original PBL context (where the pure PBL model was conceived) in terms of learner characteristics, educational system, or cultural practices without carefully evaluating the difference and making appropriate adaptations could decrease the effectiveness of PBL. For example, the "one day, one problem" model may not work well in some other cultural contexts such as the United States where some students deemed continuous repetitive cycles throughout a semester as an undesirable learning format (Hung et al 2013 ). When implementing PBL in a cultural context where authoritative teaching style is the traditional cultural practice, a plan for transition for both tutors and students needs to be part of the curriculum design.…”

Section: Cultural Migration and Adaptationmentioning

confidence: 99%

Authentic Problem Solving and Learning in the 21st Century

Cho¹,

Caleon²,

Kapur³

2015

Education Innovation Series

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Education holds the key to unlock human resources that a society needs to survive and fl ourish. This is particularly salient in a borderless knowledge economy. For the past decades, the sterling performance of economies such as Hong Kong, Finland, Japan, Singapore and Taiwan in international studies (e.g. TIMSS, PIRLS and PISA) has channeled much attention away from the traditional centers of education research in America and Western Europe. Researchers, policy makers and practitioners all over the world wish to understand how education innovations propel the emerging systems from good to great to excellent, and how different their trajectories were compared to the systems in America and Western Europe.The Education Innovation Book Series , published by Springer, will delve into education innovations enacted by the Singapore education system and situate them in both the local and the broader international contexts. Primary focus will be given to pedagogy and classroom practices; education policy formulation and implementation; school and instructional leadership; and the context and interface between education research, policy and practice. We believe that the latter is critical in making education innovations come to bear. Each volume will document insights and lessons learned based on empirical research (both quantitative and qualitative) and theoretical analyses. Implications to research, policy and professional practice will be surfaced through comparing and synthesizing Singapore's experience with those of successful systems around the world.The audience of the edited volumes and monographs published in this series includes researchers, policy makers, practitioners and students in the fi elds of education and teacher education, and public policies related to learning and human resources.

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The Relationships Between Problem Design and Learning Process in Problem-Based Learning Environments: Two Cases

Cited by 22 publications

References 24 publications

Online Cooperation in English Language Learning

Online Cooperation in English Language Learning

Cooperative and Competitive Teaching Techniques Affecting Iranian Efl Learners’ Autonomy Level

Authentic Problem Solving and Learning in the 21st Century

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