Using a Problem-Based Learning Approach to Teach an Intelligent Systems Course

Abstract

Executive SummaryWhile delivering the Intelligent Systems course, an elective course in the Master of Business Information Technology program at RMIT University, it was felt that there was a learning issue as students' learning seemed to be superficial. This perception was based on the questions students asked in class and the mechanical attitude they adopted while doing lab work. In the next version of the course, it was decided to trial a problem-based learning (PBL) teaching and learning approach in order to improve students' learning experience.PBL is a revolutionary and radical teaching approach. It is completely different from the traditional lecture-tutorial approach as there is a shift of power from the "expert teacher" to the "student learner". In the traditional teacher-centered approach, the teacher is knowledgeable in the subject matter and the focus of teaching is on the transmission of knowledge from the expert teacher to the novice student. In contrast, the PBL approach is a student-centered approach in which the focus is on student's learning and what they do to achieve this. In such an environment, the role of the teacher is more of a facilitator than an instructor.In order to use PBL effectively, it is important to understand how it is grounded in current theories of teaching and learning so that insights from these theories can be applied to refine the practice of PBL. Findings from cognitive psychology suggest that learning is a constructive and not a receptive process. Cognitive processes known as metacognition affect the use of knowledge, and social and contextual factors affect learning. When educating students, explicit attention should be paid to their existing knowledge to provide them a framework for learning. Learning is quicker when students possess self-monitoring skills known as metacognition (i.e. the student's ability to analyze, reflect on, and understand his or her own cognitive and learning processes). Metacognitive skills allow students to monitor their own learning and, contrary to prior beliefs, they can be taught. Learning must be contextualized in order to be effective and social factors also affect learning since students evolve their problem-solving methods and conceptual knowledge when working in small groups.When using the PBL approach, it is necessary for students to follow a carefully planned process to guide them through the complex tasks of brainstorming, identifying useful knowledge, formulatMaterial published as part of this publication, either on-line or in print, is copyrighted by the Informing Science Institute. Permission to make digital or paper copy of part or all of these works for personal or classroom use is granted without fee provided that the copies are not made or distributed for profit or commercial advantage AND that copies 1) bear this notice in full and 2) give the full citation on the first page. It is permissible to abstract these works so long as credit is given. To copy in all other cases or to republish or to post on a server or to redistri...

The Effects of Problem-Based Learning on Self-Directed Learning Skills among Physics Undergraduates

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“…Based on previous literature, the PBL allows the development of the self-directed learning skills to enable students assume individual responsibility for their learning. The PBL allows learners to pursue information from any subject, and this allows them to deeply understand Physics concepts (Ates & Eryilmaz, 2011;Ball & Pelco, 2006;Cheong, 2008). Lycke, Grottum and Stromso (2006) demonstrated that PBL students showed "significantly more self-regulated learning and they perceived themselves as more active contributors to group learning process and used a broader range of resources than students in the traditional programme" (p. 113).…”

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Modelo predictivo para la mejora de la percepción de competencia y rendimiento académico en estudiantes universitarios

“…De esta manera el apoyo a la autonomía al estudiante por parte del docente parece ser un aspecto fundamental para motivar a los estudiantes hacia un aprendizaje autónomo y permanente. Por ello, para incrementar el interés y motivación del estudiante por aprender (Cheong, 2008), el profesorado puede desempeñar un determinante rol en el clima de aula, generando un entorno de aprendizaje más participativo y poniendo mayor énfasis en que sean los estudiantes los que construyan su propio conocimiento (Hernández, Rosario, y Cuesta Saez de Tejada, 2010). En este sentido, los estudiantes universitarios valoran que su docente sea agradable, comprensivo, tenga la capacidad de empatizar con ellos, y además que promueva la participación activa y el aprendizaje significativo (Gargallo et al, 2010).…”

Opening the black box of collaborative writing: experiences from a teamwork-based course in industrial management

“…PBL is a well-known concept (e.g., Barrows & Tamblyn, 1980;Biggs & Tang, 2007;Cheong, 2008). Learning results from the students' struggle to absorb, understand, reformulate, and solve a complex real-world problem.…”