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Articles 1 - 13 of 13
Full-Text Articles in Educational Assessment, Evaluation, and Research
A Review Of Video Triggers And Video Production In Higher Education And Continuing Education Pbl Settings, Päivi M. Rasi, Sari Poikela
A Review Of Video Triggers And Video Production In Higher Education And Continuing Education Pbl Settings, Päivi M. Rasi, Sari Poikela
Interdisciplinary Journal of Problem-Based Learning
Higher education faces the challenges of bridging education and authentic work. In addition, it needs to respond to the highly multimodal and participatory communication and content creation practices, preferences, and cultures of present and future students. The aim of our article is to discuss how the use of video triggers and video production in PBL can help to respond to these challenges. Based on a literature review, we present and discuss the uses and outcomes of video triggers and video production within PBL contexts and related higher education and continuing education contexts. The research evidence reviewed in this article clearly …
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 …
Learning, Problem Solving, And Mindtools: Essays In Honor Of David H. Jonassen, Donna Russell Ph.D.
Learning, Problem Solving, And Mindtools: Essays In Honor Of David H. Jonassen, Donna Russell Ph.D.
Interdisciplinary Journal of Problem-Based Learning
No abstract provided.
Comparing Technology-Related Teacher Professional Development Designs: A Multilevel Study Of Teacher And Student Impacts, Andrew Walker, Mimi Recker, Lei Ye, Brooke Robertshaw, Linda Sellers, Heather Leary
Comparing Technology-Related Teacher Professional Development Designs: A Multilevel Study Of Teacher And Student Impacts, Andrew Walker, Mimi Recker, Lei Ye, Brooke Robertshaw, Linda Sellers, Heather Leary
Heather Leary, Ph.D.
No abstract provided.
Impact Of Scaffolding Characteristics And Study Quality On Learner Outcomes In Stem Education: A Meta-Analysis, Brian Belland, Andrew Walker, M. Olsen, Heather Leary
Impact Of Scaffolding Characteristics And Study Quality On Learner Outcomes In Stem Education: A Meta-Analysis, Brian Belland, Andrew Walker, M. Olsen, Heather Leary
Heather Leary, Ph.D.
This paper employs meta-analysis to determine the impact of scaffold characteristics and study and assessment instrument quality on cognitive student outcomes in science, technology, engineering, and mathematics education at the K-12, college, graduate, and adult levels. Studies were coded for necessary information for effect size calculation, contextual information, threats to internal and external validity, and assessment instrument validity and reliability. Results indicate (a) scaffolding positively impacts student learning (g = 0.53), (b) studies with zero threats to internal validity had lower effect sizes than studies with two threats, (c) studies with one threat to external validity had higher effect sizes …
Self-Directed Learning In Problem-Based Learning: A Meta-Analysis, Heather Leary, Andrew Walker, Brett E. Shelton
Self-Directed Learning In Problem-Based Learning: A Meta-Analysis, Heather Leary, Andrew Walker, Brett E. Shelton
Heather Leary, Ph.D.
This paper presents a meta-analysis focused on self-directed learning in problem-based learning when compared with a traditional learning approach. A total of 75 outcomes from 38 studies were used in the analysis which resulted in a statistically significant overall medium effect size of g = 0.45, favoring problem-based learning. Subgroup analyses conducted focused on four aspects of self-directed learning. Both personal autonomy (g = 0.51, z(47) = 6.4, p = 0.01) and independent pursuit of learning (g = 0.66, z(2) = 3.49, p = 0.01) report statistically significant positive effect sizes. Three of eight disciplines reported statistically significant effect sizes …
Integrating Technology And Problem-Based Learning: A Mixed Methods Study Of Two Teacher Professional Development Designs, Andrew Walker, Mimi Recker, M. Brooke Robertshaw, Jeffrey Osen, Heather Leary, Lei Ye, Linda Sellers
Integrating Technology And Problem-Based Learning: A Mixed Methods Study Of Two Teacher Professional Development Designs, Andrew Walker, Mimi Recker, M. Brooke Robertshaw, Jeffrey Osen, Heather Leary, Lei Ye, Linda Sellers
Heather Leary, Ph.D.
This article describes two consecutive enactments of technology-oriented teacher professional development designs, aimed at helping teachers find high-quality online learning resources and use them in designing effective problem-based learning (PBL) activities for their students. To align with current professional development prescriptions, in the first enactment, teachers learned PBL design skills concurrently with technology skills. Following aspects of design-based research, the professional development theory, participant feedback, and results from the first enactment informed the design of the second. In this second enactment, technology skills were separated and presented prior to learning about PBL. Results from a mixed-methods study of impact indicated …
Scaffolding Information Literacy With Problem-Based Learning In An Asynchronous Online Environment, Anne Diekema, Wendy Holliday, Heather Leary
Scaffolding Information Literacy With Problem-Based Learning In An Asynchronous Online Environment, Anne Diekema, Wendy Holliday, Heather Leary
Heather Leary, Ph.D.
No abstract provided.
A Meta-Analysis Of Problem-Based Learning Corrected For Attenuation, And Accounting For Internal Threats, Brian Belland, Andrew Walker, Heather Leary, Yu-Chun Kuo, Gulfidan Can
A Meta-Analysis Of Problem-Based Learning Corrected For Attenuation, And Accounting For Internal Threats, Brian Belland, Andrew Walker, Heather Leary, Yu-Chun Kuo, Gulfidan Can
Heather Leary, Ph.D.
No abstract provided.
Expert Versus Novice Tutors: Impacts On Student Outcomes In Problem Based Learning, Heather Leary, Andrew Walker, Brett E. Shelton, M. Harrison Fitt
Expert Versus Novice Tutors: Impacts On Student Outcomes In Problem Based Learning, Heather Leary, Andrew Walker, Brett E. Shelton, M. Harrison Fitt
Heather Leary, Ph.D.
Problem based learning (PBL) is well known for the large amount of literature in Medical Education (Savery & Duffy, 1995). An essential part of PBL is the role of the tutor. With inconsistencies in the definition of an effective tutor, a systematic review of the literature in all disciplines is necessary. Meta-analysis (Cooper & Hedges, 1994) was used to investigate both content expertise and facilitator training of PBL tutors as moderators of student learning outcomes.
Expert Versus Novice Tutors: Impacts On Student Outcomes In Problem-Based Learning, Heather Leary, Andrew Walker, Melynda Harrison Fitt, Brett E. Shelton
Expert Versus Novice Tutors: Impacts On Student Outcomes In Problem-Based Learning, Heather Leary, Andrew Walker, Melynda Harrison Fitt, Brett E. Shelton
Instructional Technology and Learning Sciences Faculty Publications
The tutor is an essential part of problem based learning (PBL). However, tutor characteristics and role are inconsistent. Meta-analysis was used to investigate both the role and training of PBL tutors as moderators of student learning. Weighted effect sizes were calculated on student outcomes with a modest favorable overall effect size for PBL; a vote count shows favorable results as well. Results indicate a mixture of peers and instructors do best when compared to peers and instructors alone. Tutor training appears to make a difference by itself, but when considered with tutor background, tutor training does not appear to moderate …
Expert Versus Novice Tutors: Impacts On Student Outcomes In Problem-Based Learning, Heather Leary, Andrew Walker, M. Fitt, Brett Shelton
Expert Versus Novice Tutors: Impacts On Student Outcomes In Problem-Based Learning, Heather Leary, Andrew Walker, M. Fitt, Brett Shelton
Heather Leary, Ph.D.
The tutor is an essential part of problem based learning (PBL). However, tutor characteristics and role are inconsistent. Meta-analysis was used to investigate both the role and training of PBL tutors as moderators of student learning. Weighted effect sizes were calculated on student outcomes with a modest favorable overall effect size for PBL; a vote count shows favorable results as well. Results indicate a mixture of peers and instructors do best when compared to peers and instructors alone. Tutor training appears to make a difference by itself, but when considered with tutor background, tutor training does not appear to moderate …
A Problem Based Learning Meta Analysis: Differences Across Problem Types, Implementation Types, Disciplines, And Assessment Levels, Andrew Walker, Heather Leary
A Problem Based Learning Meta Analysis: Differences Across Problem Types, Implementation Types, Disciplines, And Assessment Levels, Andrew Walker, Heather Leary
Heather Leary, Ph.D.
Problem based learning (PBL) in its most current form originated in Medical Education but has since been used in a variety of disciplines (Savery & Duffy, 1995) at a variety of educational levels (Savery, 2006). Although recent meta analyses have been conducted (Dochy, Segers, Van den Bossche, & Gijbels, 2003; Gijbels, Dochy, Van den Bossche, & Segers, 2005) that attempted to go beyond medical education, they found only one study in economics and were unable to explain large portions of the variance across results. This work builds upon their efforts as a meta-analysis that crosses disciplines as well as categorizes …