Rachel Lay Geok Ong, Mary Anne Heng, Matthew Atencio · 2020
The future economy requires deep and relevant skills plus a mindset of lifelong learning to adapt to new technologies that alter the ways that consumers and businesses operate in the economy. School-leavers will need to do more than meet content standards to secure jobs. In light of new 21st-century competencies, students need to develop specialised practical expertise, job-relevant skills, and deep learning through more authentic learning environments. Singapore is well known for consistently high performance in international benchmark indicators such as PISA. However, Singapore’s Ministry of Education has sought to prepare students more holistically for the knowledge-based society by deliberately shifting emphasis away from a traditional, hierarchical educational model towards more decentralised student-, teacher-, and institution-driven processes. A raft of new initiatives such as Thinking Schools Learning Nation (1997), Teach Less, Learn More (2004), and 21st Century Competencies (2015) have been implemented. More recently, the SkillsFuture movement (2015) aims to equip all Singaporeans with deep expertise and mastery of creative and critical thinking skills for lifelong learning. With new policy initiatives in place, it is crucial to understand the quality of teaching pedagogies in higher educational institutions that are meant to prepare students for the workplace. Problem-based learning (PBL) is one example of a pedagogical and curricular innovation that has been introduced to prepare students. This chapter thus examines teachers’ approaches to designing problems for a PBL environment within a Singapore polytechnic and explores how PBL serves to bridge workplace and institutional learning. PBL entails recontextualising workplace problem scenarios into accessible forms to simulate professional practice, and a critical factor lies in the design of authentic, industry-based problem scenarios.
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Moira Lee · Springer international handbooks of education · 2023
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Jocelyn A. Rankin · 1998
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Joerg Zumbach, Annette Hillers, Peter Reimann · IGI Global eBooks · 2011
In this chapter we discuss possibilities and shortcomings of Internet usage for distributed problem-based learning. Several problems with the use of computer-mediated communication for collaborative learning online are identified. In our approaches we use data that is automatically tracked during computer-mediated communication and extract relevant information for feedback purposes. Partly automatically, partly manually prepared the feedback is a rich resource for learners to manage their own collaboration process as well as subsequent problem-solving processes. In a synchronous and an asynchronous distributed problem-based learning environment, we show how we applied this methodology to support learners’ motivation and problem solving. Analyses show encouraging benefits of our approach in overcoming common problems with computer-mediated communication.Request access from your librarian to read this chapter's full text.
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Zilong Pan, Chenglu Li, Min Liu · 2020
This study examined two machine learning models for de- signing a learning analytics dashboard to assist teachers in facilitating problem-based learning. Specifically, we used BERT to automatically process a large amount of textual data to understand students' scientific argumentation. We then used Hidden Markov Model (HMM) to find students' cognitive state transition with time-series data. Preliminary results showed the models achieved high accuracy and were coherent with related theories, indicating the models can provide teachers with interpretable information to identify in-need students.
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Heather Leary, Andrew Walker, Mason Lefler et al. · 2019
The chapter focuses on the importance of self-directed learning in problem-based learning (PBL) through a review and analysis of relevant literature. Although self-directed learning is a critical process and outcome of PBL, there is a lack of emphasis on the study of self-directed learning (SDL) in the PBL environment. To gain more understanding of SDL and its relevance to PBL, we undertake a review of PBL history as it applies to SDL, as well as the cognitive, affective, and conative learning objectives, and goals of PBL. Underlying learning theories that support PBL are explained. As indicated in several existing primary research studies there is strong connection between SDL and PBL. Data supports the claims that PBL promotes self-directed learning as a process within PBL and an outcome of PBL interventions. The chapter ends with a conclusion and recommendations for future researchers.
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Oon Seng Tan, Bee Leng Chua · 2003
This paper was published in the Proceedings of ERAS COnference held in Singapore from 19-21 November 2003
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Agung Listiadi · International Journal of Education and Practice · 2024
The main objective of this study is to examine and compare the educational achievements between problem-based learning and discovery learning approaches in the field of accounting. Understanding the concept is an important part of the process of learning and solving problems, both in the learning process itself and in day-to-day environments. Research using a quantitative method with an experimental approach is a true experimental design. The model of the experiment is the pretest-posttest control group design. According to earlier studies have shown that student’s learn better through discovery learning (DL). It is evident that both methods contribute to the improvement of student outcomes. Being active, thinking critically, and increasing learner achievement are essential factors in the process of learning. In this study, it was discovered that the learning outcomes of problem-based learning models and discovery learning have notable disparities, with problem-based learning producing better learning outcomes. The conclusions from the study offer suggestions or input that can be conveyed and considered for future research. Schools should consider applying a problem-based learning (PBL) model. Students using PBL are required to find their own answers to problems by using their own thinking abilities to form a concept about the material being studied, so during learning activities, students will use their thinking abilities to the maximum.
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Urban John Arnold D’Souza · RePEc: Research Papers in Economics
Over the years teaching and learning has shifted from teacher centered towards student centered learning. Internet and smart tools in addition has provided a progressive user-friendly platform for learning and gaining knowledge. Passive ways of learning no more are valid and student facilitation rather than teaching is the norm. Problem based learning is a tailored learning culture where the students are at the centre stage. Student’s design their objectives for learning and in a step-wise manner solve the problems and gain much deeper learning. It is interactive, student centered and teacher facilitated. Along with subject knowledge it prepares a student with the soft skills which are essential for future career in the industries in which they deliver their services. Problem based learning is future for the new generation as the entire educational system is changing with the availability of smart tools and internet. This shall prepare the younger generation for the industrial revolution -4 and surely lead towards a progressive and realtime learning culture.
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Elaine H. J. Yew, Esther Chng, Henk G. Schmidt · Advances in Health Sciences Education · 2010
Problem-based learning (PBL) is generally organized in three phases, involving collaborative and self-directed learning processes. The hypothesis tested here is whether learning in the different phases of PBL is cumulative, with learning in each phase depending on that of the previous phase. The scientific concepts recalled by 218 students at the end of each PBL phase were used to estimate the extent of students' learning. The data were then analyzed using structural equation modeling. Results show that our hypothesized model fits the data well. Alternative hypotheses according to which achievement is predicted either by collaborative learning alone or by self-directed learning alone did not fit the data. We conclude that the learning in each PBL phase is cumulative, and strongly influenced by the earlier phase, thus providing support for the PBL cycle of problem analysis, self-directed learning, and a subsequent reporting phase. We also demonstrate an efficient method to capture and quantify students' learning during the PBL process.
Cited by 79Open access
Tania Gerzina, Scott N Byrne, Catherine Anne Mcmahon · 2016
Student use\tand\tperceptions\tof\tdifferent\tlearning aids in\ta\tproblem-based\tlearning\t(PBL)\t dentistry course
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Roland K. Yeo · Journal of Managerial Psychology · 2007
Purpose The paper seeks to explore the role of problem‐based learning (PBL) in the workplace context. Its aim is to explain the relationship between PBL and workplace learning by examining PBL as an approach to continuous learning in the workplace. Design/methodology/approach Through an exploratory orientation, data were collected at two stages. Stage 1 involved convergent interviewing with ten international PBL trainers. The data gathered here partly formed a questionnaire to be tested in the next stage. Stage 2 involved an Ideas Unlimited™ qualitative survey with 50 Singapore working professionals through face‐to‐face and online means. Follow‐up telephone interviews were also conducted to minimize lost data. In addition, a second questionnaire, developed through literature review, was given out in both stages. Findings Findings reveal that there is a significant relationship between PBL and workplace learning. For instance, PBL systematizes learning in a way that informal learning patterns are transformed into specific structures to facilitate workplace learning. Skills such as critical thinking, reflective inquiry and team learning were identified as essential for workplace PBL. In order to implement PBL programs successfully, strong leadership, an appropriate reward and recognition system together with a realistic timeframe should be considered. Research implications/implications The study suggests a coherent relationship between experiential learning, team learning, single and double‐loop learning, and triple‐loop learning. A key theoretical contribution is that the complexity of learning embedded in the systemic process of PBL ultimately leads to the generation of competitive organizational knowledge. Future lines of study could focus on in‐depth analyses of intra‐organizational processes to explore the wider relationship and application of PBL and workplace learning. Originality/value The applicability of PBL is evaluated in the context of workplace rather than an educational setting. Owing to the limited research in this area, the development of new organizational perspectives and concepts from two rather different disciplines – PBL and workplace learning – contributes to the paper's originality.
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Philip Hallinger, Edwin M. Bridges · 2007
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Mark A. Bohland, Stephanie O’Shaughnessy · 2021
A serious illness is sweeping through town. Why are people getting sick? What is the source of this disease? With this problem-based learning unit, students become public health workers as they track down the source of a mysterious illness. Working in teams to solve the real-world problem and present their findings, they experience genuine, higher order learning. Decisions they make affect the outcome of the simulation.The activities combine science, social studies, math, research, thinking, cooperation, and speech skills in one great unit. This guide includes everything you need—teacher's directions and student information in the form of memos and medical reports.This open-ended scenario will draw students into a real-life drama.Allow your students to solve more real-life problems in Crime Scene Detective, Detective Club, Mystery Science, and The Great Chocolate Caper.Grades 5-8
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Claude Müller Werder · 2013
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Rithi J. Chandy, Rima I. Ghamrawi, Veronica K. Emmerich et al. · 2024
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Dyah Pitaloka · Zenodo (CERN European Organization for Nuclear Research) · 2025
This article discusses the problem-based learning (PBL) model in Islamic religious education at the senior high school level. The research questions addressed are: 1) What problems do students experience during the learning process? 2) How can the problems experienced by students during the learning process be solved? This article was written using problem-based learning research. Some of the problems experienced by high school students include a decline in interest in learning Islamic religious education, numerous distractions during learning, difficulty concentrating, and an inability to enjoy certain subjects. The solutions to overcome these problems include introducing Islam more deeply to students from an early age as a way to make religion the basis of everything, convincing students that learning religion is important as a way to avoid these problems, and parents must be able to show that worship is very important in Islam. Parents must also tell their children that worship is important and obligatory for Muslims by setting a good and proper example.
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Santiago Pereira Lorenzo · 2025
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Ita Richardson, Louise Reid, Bob Pattinson et al. · 2016
Software Engineering graduates are expected to enter the workforce with both technical and soft skills. In addition, software quality is a topic that is becoming increasingly important both because of educational and industry requirements. Software engineering lecturers need to bring their research into the classroom. Bringing all of these together can pose the lecturer with a dilemma that is not easily solvable. This paper presents how problem-based learning, a pedagogical methodology that is popular in medicine and other disciplines, can be used to accomplish these goals in a single course module. It describes a research project which analyses the implementation of problem-based learning within a M.Sc. Software Engineering Quality Module, and evaluates the outcomes against published expectations. 1. Essential Skills for Software Engineers In the four decades since the first use of the formulation “software engineering ” [1], its meaning has expanded from a powerful metaphor to designate a new discipline of research, practice, and education. Many writers have sought to capture the broader meaning of
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Kyeong Ha Roh · 2003
Problem-Based Learning (PBL) describes a learning environment where problems drive the learning. That is, learning begins with a problem to be solved, and the problem is posed is such a way that students need to gain new knowledge before they can solve the problem. Rather than seeking a single correct answer, students interpret the problem, gather needed information, identify possible solutions, evaluate options, and present conclusions. Proponents of mathematical problem solving insist that students become good problem solvers by learning mathematical knowledge heuristically. Studentsʼ successful experiences in managing their own knowledge also helps them solve mathematical problems well (Shoenfeld, 1985; Boaler, 1998). Problem-based learning is a classroom strategy that organizes mathematics instruction around problem solving activities and affords students more opportunities to think critically, present their own creative ideas, and communicate with peers mathematically (Krulik & Rudnick,
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