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This paper presents an evaluation of a problem-based learning methodology versus a more traditional laboratory-based approach to teaching tutorials for electronics modules in undergraduate engineering classes at the University of Limerick, Ireland. First-hand qualitative and quantitative comparative feedback from students is assessed for the same m...
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... According to Strobel and van Barneveld, 37 ''PBL is significantly more effective than traditional instruction to train competent and skilled practitioners and to promote long-term retention of knowledge and skills.'' Figure 1, reproduced here from Awang and Ramly, 38 shows a typical PBL problem-solving approach. The typical PBL exercise has four distinct phases, namely problem presentation, problem investigation, problem solution, and pro- cess evaluation. ...
Context 2
... previously presented in Figure 1, the PBL tutorial is composed of four main sections-problem presentation, problem investigation, problem solution, and pro- cess evaluation. It is necessary to give training to the teaching assistants who are supporting the exercise in advance so that they are attuned to what can and cannot be answered in relation to student support. ...
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This Research to Practice Full Paper will introduce a didactic concept with the aim of activating a large cohort in a classical lecture hall. The main objective is to reduce factors which may lead to a drop-out. The didactic concept is based on a problem-based learning approach. The students solve problems in several steps which refer to an end pro...
Citations
... The development of methods or models of learning on campus should be adopted by the lecturers to improve the quality of learning. The traditional didactic teaching method is no longer considered an effective teaching method because of its insignificant impact on students during the learning process (Meguid & Collins, 2017;Johnson & Hayes, 2016;Tobias, 1990). Effective teaching methods should make the students become active participants (Pardamean et al., 2017b). ...
Team-Based Learning (TBL) is one of the learning methods that provide significant benefits in students learning process. However, several existing courses are not suitable for TBL. TBL should be adjusted according to the characteristics of a specific course. This paper presents a quantitative study on how TBL was implemented as one of the teaching alternatives in a computerized accounting course. The proposed learning method was implemented for 3 different cohorts and compared with conventional lecture and case study teaching methods. The effect of this implementation was measured by quantifying the class activity such as students’ attendance and evaluating the students’ final scores. The result shows that TBL had a significant effect on student’s performance compared to the two other teaching methods. Furthermore, in the ANCOVA (analysis of co-variances) test, Grade Point Average (GPA) score was found to be the significant covariate that gave additional effect to students’ performance which was represented by the final score in every cohort.
... Los estudiantes, al no saber cómo ser participantes activos en la lección, confían en métodos de aprendizaje como la transcripción, la memorización y la repetición en este paradigma.Mergendoller et al. (2006) expresan que el proyecto de TDA se sustenta en tareas complejas basadas en preguntas o problemas desafiantes que involucran a los estudiantes en actividades de diseño, resolución de problemas y toma de decisiones, o investigación en diferentes tópicos contables, como las NIIF o aspectos tributaribles. No obstante, permite dar a los estudiantes la oportunidad de trabajar de manera relativamente autónoma durante largos períodos de tiempo, y culminar en productos o presentaciones realistas(Johnson & Hayes, 2016). ...
Este libro presenta aproximaciones teóricas y experiencias laborales de los docentes del programa de Contaduría Pública de la Universidad Católica Luis Amigó, respecto a las técnicas didácticas proyectadas y aplicadas en su arte de enseñar en contabilidad. El primer acápite esboza una breve introducción contextual de la didáctica a partir de su historicidad. Seguidamente, se determinan las estrategias y técnicas didácticas utilizadas en el proceso de enseñanza-aprendizaje del profesional contable. El tercer apartado revela las técnicas didácticas utilizadas para la formación contable y, finalmente, el capítulo cuatro profundiza en otras técnicas didácticas a partir de la práctica pedagógica salida de campo. De esta manera, el presente texto académico tiene la intención de generar debate entre la comunidad contable.
... The game based PBL also showed significant correlation between motivation and positive game experience with the students' perceived learning hands-on activity [35,39,42] during a PBL session are also proactive behaviors. The second element identified is "being organized" which reflects the ability of students to systematically manage their roles [43], ideas, and learning needs [34]. ...
Problem-based learning (PBL) emphasizes learning behavior that leads to critical thinking, problem-solving, communication, and collaborative skills in preparing students for a professional medical career. However, learning behavior that develops these skills has not been systematically described. This review aimed to unearth the elements of effective learning behavior in a PBL context, using the protocol by Arksey and O’Malley. The protocol identified the research question, selected relevant studies, charted and collected data, and collated, summarized, and reported results. We discovered three categories of elements—intrinsic empowerment, entrustment, and functional skills—proven effective in the achievement of learning outcomes in PBL.
... In Johnson & Hayes' study [26], students worked in groups to develop a number of competences in the collection, evaluation and duplication of data in order to solve complex problems that reflect those found in the real world. ...
... The PBL approach encourages instructors to facilitate the students' learning process [26]. With the instructor no longer taking the role of being the sole source of content or information, the responsibility is placed on the student to find external sources of information [26]. ...
... The PBL approach encourages instructors to facilitate the students' learning process [26]. With the instructor no longer taking the role of being the sole source of content or information, the responsibility is placed on the student to find external sources of information [26]. This was found to urge the groups to more extensively explore their options and only receive input from the instructors when asked or when the direction of the problem was obscure [20]. ...
This systematic literature review aims to explore the field of undergraduate teaching using the Problem Based Learning (PBL) methodology and to discover the ways that researchers have used the PBL methodology as a means to teach problem solving. This is a review of 20 primary studies on teaching problem solving by means of PBL to undergraduate Science, Technology, Engineering and Mathematics (STEM) students. Through a thematic analysis of the 20 papers, four central themes emerged as being significant to PBL regardless of the subject discipline. These themes are: the role of prior knowledge; teamwork and team composition; the role of the instructor; and contextual learning methods. In terms of prior knowledge, it was found that students need to have sufficiently mastered the subject’s domain knowledge at an individual level before they can benefit from PBL. The teamwork theme emphasized the importance of teams in problem solving. Small heterogeneous teams appear to be conducive to effective teaching by means of PBL. In terms of the role of the instructor, it was found that teams significantly benefit in their learning experience, from an instructor or tutor who facilitates and motivates the team as opposed to telling them what to do. Lastly, most of the PBL studies employ learning methods that are specific to their domain but will help the students better solve the problem. Based on the insights gained from the literature, the review suggests good practices that can be used by other researchers when trying to implement the PBL methodology in their undergraduate STEM classes.
... Traditional forms of didactic teaching (DT) such as lectures are educator-centred with an emphasis on content delivery (Johnson & Hayes, 2016). The main disadvantages of DT include the passive transmission of information leading to surface learning and poor student motivation (Meijerman et al., 2013). ...
Introduction: Students must efficiently integrate knowledge gained during their training. Application of this knowledge is important when students need to assess novel drug delivery systems (NDDSs). The objective of this study was to explore the impact of a Project-Based Learning (PBL) approach within a fourth-year pharmacy degree as a way of improving the ability of students to become independent researchers and critical thinkers using NDDSs as the subject topic.
... An examination of the literature used in this paper 5,[26][27][28][29][30] reveals that some non-traditional educational approaches can have a significant impact on increasing student performance 26 . Much of the research indicates that passive learning modes are much less effective than modes where students are involved in active learning 26 . ...
... For that, a project-based methodology was chosen, since it has been reported that students prefer to learn through carrying out a real project because they feel it provides them with more motivation to learn 27 . Also, previous analyses suggest that a problem-based learning methodology offers significant benefits when compared to a more traditional didactic method 28 . ...
This article describes experiences of teaching object-oriented programming to undergraduate Electrical Engineering students. The proposed project-based methodology increased the interest of students in programming. The project focuses on the development of a small C++ class that allows students to build geometric models by manipulating a three-dimensional matrix. The class methods (C++ member functions) can draw complex scenes by using combinations of them. Students can improve their programming skills according to the points of view of a class developer and a class user. In addition, students try to create beautiful models to present to each other, making the learning experience pleasant and motivating.
... The thematic learning module was developed based on problem-based learning syntax. According to Johnson and Hayes (2015) and Simone (2014) problem-based learning is a pedagogical approach that provides opportunities for teachers and students to meet the demands of 21 st -Century education reformation that is expected to have solid content and involved knowledge in analyzing and solving problems. In problembased learning, studying the breadth of content material, factual knowledge acquisition because the emphasis is on the depth of content and high-level thinking (Gingerich, Mader, & Payne, 2012;Xue et al., 2013). ...
Thematic learning is considered as efficient as the students taught learn in coherent context and holistic way, as well as associate the concepts they learnt with their surrounding and real-life examples. The aim of the study was to identify the effectiveness of the problem-based thematic learning module prototype to improve students' critical thinking skills. This research and development were conducted based on Borg and Gall model. The module effectiveness was tested using pre-experimental design. The sampling technique used was cluster random sample which employed as many as 33 students in which the data collection technique used was test. The data gained was analyzed using paired sample t-test. The results showed that the students’ post-test score of critical thinking skills were significantly differed from their pre-test score. Therefore, the developed module can improve student critical thinking skills effectively. Moreover, it is suggested that teacher should apply a mixed method of teaching as it helps to strengthen students’ critical thinking skills.
... In some cases, a careful balance of the two approaches may be necessary to meet the objectives of a particular course (Kokotsaki, Menzies, & Wiggins, 2016, p. 273). Johnson and Hayes (2016) describe this contrast as "learning to learn as opposed to mastery of a particular body of knowledge" (p.7). Freire (2005) explains problem-posing education as "Education is thus constantly remade in the praxis. ...
... That is to say, all knowledge exists for humans and is relevant to a particular context. With this point, an assumption about the nature of knowledge that is fundamentally different from didactic education emerges-not only is discovery important for the individual adapting to the world around them; discovery lies at the basis of any particular field or discipline: knowledge is constructed on the basis of connections made to prior experiences (Johnson & Hayes, 2016). Kolb and Kolb (2005) describe the experiential learning cycle as consisting of four steps: concrete experience, reflection, formation of concepts based on reflection, and testing those concepts. ...
Supportive programming is frequently designed to increase reflection and amplify the effects of applied learning experiences. We have developed a supportive curriculum that integrates ePortfolio practice, brief psychological interventions, advising, mentoring, family engagement, and professional development into a highly successful summer research experience for undergraduates. We describe our program and discuss evidence-based methods of supporting the development of a growth mindset, academic identity, scholarly community, and future planning as a means of increasing academic self-efficacy and persistence in students. Throughout this discussion we report on early indications that the modifications have met our goals. We conclude by considering
principles that might guide design of supportive programming for other applied learning experiences.
... Learning Problem Based Learning (PBL) is a constructivist approach which emphasizes learning through problem solving experience [10] [11]. Problem Based Learning model of learning can design and build students choose a problem in real life and can make the students active in learning [12]. ...
... PBL acts as motivator in teaching and learning for engineering students [11]. PBL offers significant benefits in an electronic engineering setting as compared to traditional dictation method [12]. Students of first year Analog Electronics course taught through project oriented problem based learning were better in using circuit design and simulat ion software tools, enhanced problem solving skills, professional and ethical responsibilities along with presentation skills and imp rovement in technical report generation [13]. ...
