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Articles 1 - 18 of 18
Full-Text Articles in Education
Pbl In The Era Of Reform Standards: Challenges And Benefits Perceived By Teachers In One Elementary School, Nahid Nariman, Janet Chrispeels
Pbl In The Era Of Reform Standards: Challenges And Benefits Perceived By Teachers In One Elementary School, Nahid Nariman, Janet Chrispeels
Interdisciplinary Journal of Problem-Based Learning
We explore teachers’ efforts to implement problem-based learning (PBL) in an elementary school serving predominantly English learners. Teachers had an opportunity to implement the Next Generation Science Standards (NGSS) using PBL in a summer school setting with no test-pressures. To understand the challenges and benefits of PBL implementation, a case study method was used and a variety of data collected. Results suggest collaboration amongst teachers is essential to design and implement PBL units. A challenge was the tension between the contradictory accountability and curriculum coverage goals of the regular academic year versus letting go to promote inquiry. Both teachers and …
(Re)Counting Meaningful Learning Experiences: Using Student-Created Reflective Videos To Make Invisible Learning Visible During Pjbl Experiences, Shaunna Smith
Interdisciplinary Journal of Problem-Based Learning
This ethnographic case study investigated how the process of learning during a yearlong after-school, project-based learning (PjBL) experience could be documented by student-created reflective videos. Guided by social constructivism, constant comparative analysis was used to explore the meaningful learning that took place in addition to the planned curricula, resulting in an exploration of the intersections of life lessons that include (a) “making learning more real,” (b) being “on a mission to change the world,” and (c) “you can’t control anybody but yourself.” Findings from the study indicate that student-created reflective videos can document meaningful learning that is capable of “counting” …
The Effect Of Senior Medical Student Tutors Compared To Faculty Tutors On Examination Scores Of First- And Second-Year Medical Students In Two Problem-Based Learning Courses, Damon H. Sakai, Marcel D'Eon, Krista Trinder, Richard T. Kasuya
The Effect Of Senior Medical Student Tutors Compared To Faculty Tutors On Examination Scores Of First- And Second-Year Medical Students In Two Problem-Based Learning Courses, Damon H. Sakai, Marcel D'Eon, Krista Trinder, Richard T. Kasuya
Interdisciplinary Journal of Problem-Based Learning
At the University of Hawaii John A. Burns School of Medicine, senior medical student volunteers are used as tutors for some problem-based learning groups in both the first and second years. Previous studies on the advantages and disadvantages of student tutors compared to faculty tutors have been equivocal. This study expected to answer the following question: Are there differences in examination scores for learners in their first or second year tutored by fourth-year medical students compared to those tutored by faculty members on two different types of examinations? Students were assessed using more clinically relevant, modified essay question examinations and …
Transforming Pedagogy: Changing Perspectives From Teacher-Centered To Learner-Centered, Sharon Dole, Lisa Bloom, Kristy Kowalske
Transforming Pedagogy: Changing Perspectives From Teacher-Centered To Learner-Centered, Sharon Dole, Lisa Bloom, Kristy Kowalske
Interdisciplinary Journal of Problem-Based Learning
This study used an online-structured interview methodology to examine the impact of an intensive field experience in facilitating problem (PBL) and project-based learning (PjBL) on teachers’ pedagogy. The purpose of the study was to determine to what extent the field experience had transformed their teaching. Data were collected in the form of online interviews with 36 participants who completed the gifted education licensure program at a regional state university in the southeast. The online interviews were followed up with telephone interviews with four of the participants. The resulting themes can be grouped under the major categories of teacher-related and student-related …
Problem-Based Learning As A Model For The Interior Design Classroom: Bridging The Skills Divide Between Academia And Practice, Gregory Galford, Susan Hawkins, Mark Hertweck
Problem-Based Learning As A Model For The Interior Design Classroom: Bridging The Skills Divide Between Academia And Practice, Gregory Galford, Susan Hawkins, Mark Hertweck
Interdisciplinary Journal of Problem-Based Learning
The addition of problem-based learning (PBL) pedagogy to studio-based learning (SBL) environments may help bridge the divide between traditional design education and initial postgraduate jobs. This paper demonstrates how one instructor adapted a PBL model to the interior design studio, including planning, execution, and evaluation. The relationship between PBL and SBL is explored. Two realistic design problems were created for use by interior design students who participated in PBL sessions. All of the groups adequately answered the client’s design programmatic needs. Students learned to perform as team members, including how to collaborate and compromise while working toward an effective design …
Editor's Introduction, Michael M. Grant
Editor's Introduction, Michael M. Grant
Interdisciplinary Journal of Problem-Based Learning
No abstract provided.
Online Searching In Pbl Tutorials, Jun Jin, Susan M. Bridges, Michael G. Botelho, Lap Ki Chan
Online Searching In Pbl Tutorials, Jun Jin, Susan M. Bridges, Michael G. Botelho, Lap Ki Chan
Interdisciplinary Journal of Problem-Based Learning
This study aims to explore how online searching plays a role during PBL tutorials in two undergraduate health sciences curricula, Medicine and Dentistry. Utilizing Interactional Ethnography (IE) as an organizing framework for data collection and analysis, and drawing on a critical theory of technology as an explanatory lens, enabled a textured understanding of student practices and beliefs regarding online searching during face-to-face PBL tutorials. Two event maps trace key transitions in learning regarding online searching in one cycle of problem-based learning in each program. From a critical perspective, analysis of students’ stimulated recall interviews indicated that the use of students’ …
Motivational Influences Of Using Peer Evaluation In Problem-Based Learning In Medical Education, Sara Abercrombie, Jay Parkes, Teresita Mccarty
Motivational Influences Of Using Peer Evaluation In Problem-Based Learning In Medical Education, Sara Abercrombie, Jay Parkes, Teresita Mccarty
Interdisciplinary Journal of Problem-Based Learning
This study investigates the ways in which medical students’ achievement goal orientations (AGO) affect their perceptions of learning and actual learning from an online problem-based learning environment, Calibrated Peer ReviewTM. First, the tenability of a four-factor model (Elliot & McGregor, 2001) of AGO was tested with data collected from medical students (N = 137). Then, a structural regression model relating the factors of AGO to students’ perceptions of grading fairness, judgments of learning, and scoring accuracy was tested. The results indicate that student engagement and success in diagnosing a patient’s presentation using a peer feedback-rich web-based PBL environment …
A Qualitative Study On How Health Professional Students And Their Pbl Facilitators Perceive The Use Of Mobile Devices During Pbl, Lap Ki Chan, Susan M. Bridges, Iain Doherty, Manwa L. Ng, Jun Jin, Neel Sharma, Nam Kiu Chan, Henrietta Yan Yu Lai
A Qualitative Study On How Health Professional Students And Their Pbl Facilitators Perceive The Use Of Mobile Devices During Pbl, Lap Ki Chan, Susan M. Bridges, Iain Doherty, Manwa L. Ng, Jun Jin, Neel Sharma, Nam Kiu Chan, Henrietta Yan Yu Lai
Interdisciplinary Journal of Problem-Based Learning
Mobile devices are increasingly being used by undergraduate students to access online information in the problem-based learning (PBL) process, initially in the self-directed phase, and more recently within face-to-face tutorials. This qualitative study across three undergraduate health professional programs used semi-structured interviews to investigate facilitators’ and students’ perceptions of mobile device usage in PBL tutorials. Transcribed interviews were analyzed thematically, drawing on the principles of grounded theory. Implications for future practice were identified. Students perceived that mobile devices are useful and convenient for instant access to various sources of information, for note taking, and for visually sharing their research and …
Social Constructivism And Case-Writing For An Integrated Curriculum, Alison F. Doubleday, Blase Brown, Philip A. Patston, Pamela Jurgens-Toepke, Meaghan Driscoll Strotman, Anne Koerber, Colin Haley, Charlotte Briggs, G. William Knight
Social Constructivism And Case-Writing For An Integrated Curriculum, Alison F. Doubleday, Blase Brown, Philip A. Patston, Pamela Jurgens-Toepke, Meaghan Driscoll Strotman, Anne Koerber, Colin Haley, Charlotte Briggs, G. William Knight
Interdisciplinary Journal of Problem-Based Learning
Case-writing within an integrated, systems-based health professions education curriculum presents many unique challenges. Specifically, case-writing in this context must consider integration of multidisciplinary learning objectives and synthesis of biomedical and clinical sciences. Establishing an effective process for content integration and determining who should be involved in the case-writing process can be a daunting task and this specific context requires a new model for effective casewriting. This paper provides a model for the cycle of case development, implementation, evaluation and modification in an integrated, systems-based health professions curriculum. We highlight how this collaborative case-writing model parallels the social constructivist approach promoted …
The Purpose And Value For Students Of Pbl Groups For Learning, Vicki J. Skinner, Annette Braunack-Mayer, Tracey A. Winning
The Purpose And Value For Students Of Pbl Groups For Learning, Vicki J. Skinner, Annette Braunack-Mayer, Tracey A. Winning
Interdisciplinary Journal of Problem-Based Learning
Groups are central to problem-based learning (PBL) and educational and professional outcomes relevant to clinical education. However, PBL groups in practice may differ from theoretical conceptions of groups. Therefore, this study explored students’ understandings of the purpose and value of PBL groups for their learning. We conducted a naturalistic study with novice (first-year) students at two dental schools (Australia, Ireland), using observation and interviews analyzed thematically. Students constructed PBL learning as individual knowledge gain, and group purpose as information gathering and exchange; few students acknowledged the learning potential of group processes. Group value depended on assessment and curriculum context. Findings …
The Use Of Pbl In An Interprofessional Education Course For Health Care Professional Students, Kristine M. L'Ecuyer, David Pole, Sheila A. Leander
The Use Of Pbl In An Interprofessional Education Course For Health Care Professional Students, Kristine M. L'Ecuyer, David Pole, Sheila A. Leander
Interdisciplinary Journal of Problem-Based Learning
A problem-based learning (PBL) framework was utilized in a series of six interprofessional team seminars (IPTS) for postbaccalaureate students from seven health professions. The goal of IPTS was to develop a collaborative practice-ready workforce prepared to respond to patient care needs through use of concrete examples, skills development, critical thinking, and problem solving in safe, faculty-facilitated small groups. The collaborative nature of PBL closely correlates with teaching methodologies of the IPTS series. This study analyzed critical reflection assignments of nursing students in accelerated programs to determine the effectiveness of IPTS at preparing students for interprofessional collaborative practice. Findings indicated that …
The Positive Impact Of Project-Based Learning On Attendance Of An Economically Disadvantaged Student Population: A Multiyear Study, Casey Creghan, Kathleen Adair-Creghan
The Positive Impact Of Project-Based Learning On Attendance Of An Economically Disadvantaged Student Population: A Multiyear Study, Casey Creghan, Kathleen Adair-Creghan
Interdisciplinary Journal of Problem-Based Learning
Students who do not regularly attend high school are at an increased risk of failure in the classroom and may eventually contribute to a higher dropout rate. More specifically, the attendance rates of students from economically disadvantaged backgrounds have traditionally been lower than those with average means. Therefore, the purpose of this quantitative study was to examine the effects of a project-based learning (PjBL) environment on economically disadvantaged high school students in regard to their attendance rates. Data were collected in order to compare attendance rates of a school utilizing traditional teaching methodologies with a school using PjBL as the …
Investigating Problem-Based Learning Tutorship In Medical And Engineering Programs In Malaysia, Virginie F. C. Servant, Eleanor F. A. Dewar
Investigating Problem-Based Learning Tutorship In Medical And Engineering Programs In Malaysia, Virginie F. C. Servant, Eleanor F. A. Dewar
Interdisciplinary Journal of Problem-Based Learning
Although Malaysia was the first country in Asia to adopt problem-based learning (PBL), the impact that this has had on its tutors remains largely unexplored. This paper details a qualitative study of the changing perceptions of teaching roles in two groups of problem-based learning tutors in two institutional contexts—one in medicine located in Kuala Lumpur and one in engineering located in Johor Bahru. Using Interpretive Phenomenological Analysis, the authors attempt to describe the way in which the two groups have experienced their changing professional world, and the mental processes through which they rationalize the transformation of Malaysia’s educational landscape. This …
Orchestrating Inquiry Learning, Päivi Rasi
Orchestrating Inquiry Learning, Päivi Rasi
Interdisciplinary Journal of Problem-Based Learning
No abstract provided.
Differ In Socio-Cognitive Processes? Some Comparisons Between Paper And Video Triggered Pbl, Jingyan Lu, Lap Ki Chan
Differ In Socio-Cognitive Processes? Some Comparisons Between Paper And Video Triggered Pbl, Jingyan Lu, Lap Ki Chan
Interdisciplinary Journal of Problem-Based Learning
This paper investigates whether paper and video triggers stimulate different social and cognitive processes during PBL. The study focused on how medical students identified and described problems, and how they built shared cognitions that lead them to diagnose and solve problems. The results showed that students who used video triggers put more effort into communicating their understanding of the problem and relevant knowledge than students who used paper triggers. The findings contribute to discussions on how to evaluate the effectiveness of different PBL triggers in order to better integrate them into the curriculum.
Using Game-Based Learning To Foster Critical Thinking In Student Discourse, Marc I. Cicchino
Using Game-Based Learning To Foster Critical Thinking In Student Discourse, Marc I. Cicchino
Interdisciplinary Journal of Problem-Based Learning
Previous research indicates the importance of student discourse in the construction of knowledge and the fostering of critical thinking skills, especially in the field of problem-based learning (PBL). Further, a growing body of research on game-based learning (GBL) draws parallels between playing certain types of games and the solving of ill-structured problems, citing similar conditions for learning (student centered, small student groups, teachers as facilitators, problems as vehicles for development), and similar learning outcomes (communication, problem-solving, critical thinking, collaboration) as PBL. However, there is a gap in understanding how GBL affects critical thinking as embodied by student discourse when implemented …
Solving Real World Problems With Alternate Reality Gaming: Student Experiences In The Global Village Playground Capstone Course Design, Mary J. Dondlinger, Julie K. Mcleod
Solving Real World Problems With Alternate Reality Gaming: Student Experiences In The Global Village Playground Capstone Course Design, Mary J. Dondlinger, Julie K. Mcleod
Interdisciplinary Journal of Problem-Based Learning
The Global Village Playground (GVP) was a capstone learning experience designed to address institutional assessment needs while providing an integrated and authentic learning experience for students aimed at fostering complex problem solving, as well as critical and creative thinking. In the GVP, students work on simulated and real-world problems as a design team tasked with developing an alternate reality game that makes an impact on the United Nations Millennium Development Goals. Researchers employed a qualitative case study approach to evaluate what aspects of this problem-based, hybrid, course design students found most and least beneficial to their learning. Findings suggest strategies …