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About 10,000 papers for “Problem-based learning”

of problem-based learning

Esther Chng, Elaine H. J. Yew, Henk G. Schmidt et al. · 2013

Ó The Author(s) 2011. This article is published with open access at Springerlink.com Abstract Tutors in a Problem-Based Learning (PBL) curriculum are thought to play active roles in guiding students to develop frameworks for use in the construction of knowledge. This implies that both subject-matter expertise and the ability of tutors to facilitate the learning process must be important in helping students learn. This study examines the behavioural effects of tutors in terms of subject-matter expertise, social congruence and cognitive congruence on students ’ learning process and on their final achievement. The extent of students ’ learning at each PBL phase was estimated by tracking the number of relevant concepts recalled at the end of each learning phase, while student achievement was based on students ’ ability to describe and elaborate upon the relationship between relevant concepts learned. By using Analysis of Covariance, social congruence of the tutor was found to have a significant influence on learning in each PBL phase while all of the tutor-related behaviours had a significant impact on student achievement. The results suggest that the ability of tutors to communicate informally with students and hence create a less threatening learning environment that promotes a free flow exchange of ideas, has a

Cited by 0

Problem-based learning scenarios

Rona M Path · Clinical Dermatology · 2003

Abstract The object of these case histories is to form a realistic scenario around which problem based learning can take place. It is suggested that these scenarios are discussed with a group of students or with students individually, and a list made of the facts needed to respond to the questions. Students can then use both this book and the wider world of journals, larger textbooks, and a computer search to gather together the knowledge needed. This can then be presented to a group of fellow students 2–3 weeks later. A teaching facilitator is valuable to guide the knowledge search if it appears to be going off course, or if the facilitator perceives that the information which the students perceive they require is far beyond the scope needed. The facilitator is there to point out sources of information which the students may have missed, but not to collect the data for them.

Cited by 0

Problem Based Learning 101

Fredrickson, Judy, Ostrander, Jane · ATE Central (National Science Foundation)

These slides, provided by Automotive Manufacturing Technical Education Collaborative (AMTEC), were presented by Jane Ostrander and Judy Fredrickson at the Ready, Set, Launch Fall Academy conference held November 11-13, 2013. "This academy was held to discuss examples of AMTEC's curriculum implementation at Alamo Community College District, Henry Ford Community College, Lansing Community College, and the Nissan North America manufacturing plant located in Smyrna, TN." These presentation slides cover problem based learning and slide topics include what is PBL, why PBL, What our students say about PBL, and How do you do PBL. Additional conference presentation slides are available to view separately.Â

Cited by 0

Contextualizing Problem-Based Learning

Abeera P. Rehmat, Krista Glazewski, Cindy E. Hmelo‐Silver · Oxford University Press eBooks · 2022

Abstract This chapter discusses problem-based learning as a powerful pedagogy that is able to facilitate students’ higher order thinking, knowledge development, and transferable knowledge and skills. Grounded in the constructivist approaches, problem-based learning is a robust methodology for teaching and learning. Problem-based learning supports learners’ active engagement and collaboration in real-world scenarios. The ill structured problem-based learning scenarios/problems allow for seamless content integration that cultivate real-world connections and assist learners to achieve a new level of conceptual understanding. Problem-based learning embodies many critical characteristics, some of which are unique to this instructional methodology. These key features comprise learning that is driven by problems, an inquiry cycle, collaboration, self-directed learning, facilitation, and scaffolding. These features coupled with a facilitator enhance students’ motivation and their construction of usable knowledge. Most importantly, the unique aspects allow problem-based learning to be interdisciplinary.

Cited by 1

Problem-based Learning Online

Maggi Savin‐Baden, Kay Wilkie · 2006

Introduction Maggi Savin-Baden and Kay Wilkie Part 1 Possibilities and challenges 1 The challenges of using problem-based learning online Maggi Savin-Baden 2 Issues in Cyberspace Education Ray Land and Sian Bayne 3 Institutional perspectives: making PBLonline possible and sustainable Frances Deepwell and Andy Syson Part 2 Facilitation and mediation 4 Tracing the tutor roles in problem-based learning and PBLonline Kirsten Hofgaard Lycke, Helge I Stromso and Per Grottum 5 From face-to-face to online participation: Tensions in facilitating problem-based learning Cindy E. Hmelo-Silver, Anandi Nagarajan, and Sharon J. Derry 6 The Academic Developer as Tutor in PBLonline in higher education Roisin Donnelly Part 3 Technopedagogy 7 PBLonline: a framework for collaborative e-learning David Jennings 8 Online learning and problem-based learning: complementary or colliding approaches? Maggi Savin-Baden and Carolyn Gibbon 9 Developing expertise in professional practice, online, at a distance Karen Lee Part 4 Developing technology 10 Digital support for a constructivist approach to education: the case of a problem-based psychology curriculum Wilco te Winkel, Remy Rikers and Henk Schmidt 11 Tools to empower problem-based learning : a principled and empirical approach in the design of problem-based learning online Frans Ronteltap 12 Analysing the use of communication tools for collaboration in Problem-based Learning Online? Chris Beaumont and Chew Swee Cheng

Cited by 56

Achieving cost-effective problem-based learning: dispelling myths about problem-based learning

Rob Cowdroy, Arthur J. Kingsland, Anthony Williams · NOVA (University of Newcastle Australia) · 2007

Problem-Based Learning has been a significant force in higher education for more than thirty years. Problem-Based Learning (commonly referred to as "PBL") has been contentious since its earliest beginnings, but has played a vital role in bringing about essential reform in some parts of higher education, particularly in professional education (Architecture, Engineering, Law, Medicine, etc.). Not withstanding its successes, however, Problem-Based Learning continues to find itself under pressure as the higher education sector reacts to external interventions in enrolment policies, finding, cost control and quality assurance. This chapter brings together discussion, research and development associated with the evolution of Problem-Based Learning from its beginnings to its present state and future prospects.

Cited by 2

Problem Solving Ability and Problem Based Learning

Derry Nugraha, Heri Ginanjar, Rosalina Rolina · (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING · 2018

The research was caused by the poor of mathematical problem solving ability of students. This research aimed to compare of mathematical problem solving between students who learned through problem based learning and scientific approach. The method was an experimental method with a pretest-posttest control group design involving two groups and random sampling. At the first and end of learning, the two classes are given a test. The population in this research were Madrasah Aliyah students in Cimahi, while the sample consisted of two randomly selected classes. One class which was given problem based learning and other class was given a scientific approach. The instrument was a set of 5-item mathematical problem solving test description, then those were analyzed with descriptive and inferential statistics using the help of minitab 17 software. Based on the results of the research, the conclusion was the improvement of mathematical problem solving of students using problem based learning was better than students who use a scientific approach.

Cited by 8Open access

Patient-based not problem-based learning

Andrew Franklyn‐Miller, Éanna Falvey, Paul McCrory · Journal of Postgraduate Medicine · 2009

The authors outline a model which clinicians can re-emphasize to students and juniors based on the fundamentals of clinical practice. The apprenticeship is more important than ever in the days of small group learning. The relinquishing of the traditional model of undergraduate medicine is of concern. The effects of educational reform should be examined by further research into the competencies of graduates entering higher professional training, before it is accepted that this change has been for the better.

Cited by 14Open access

Explanatory Learning Research: Problem-Based Learning or Project-Based Learning?

Sinta Naviri, Sumaryanti Sumaryanti, Paryadi Paryadi · Acta Facultatis Educationis Physicae Universitatis Comenianae · 2021

Summary Problems in learning are one of the obstacles to student’s success in understanding and achieving success. Learning problems also occur in physical education learning, the problems that have occurred in the last decade are caused by the individual students. To minimize and even overcome these learning problems an appropriate learning approach model is needed. In the last 5-10 years, the learning approach models that are often used are problem-based learning and project-based learning. This study aims to review and examine problem-based learning approaches and project-based learning approaches in designing and improving physical education learning. The literature review that will be discussed is about the characteristics, advantages, and disadvantages of each learning approach model. The results of the literature review are expected to be able to be used as a study or information that can be used as a theoretical basis for further research in the use of a learning approach model to complete or improve physical education learning including problem-based learning and project-based learning.

Cited by 7Open access

Use problem-based learning (problem-based learning) the technique of training Russian language

Поздеева, С. И., Pozdeyeva, S. I. · Electronic Archive of the Russian State Pedagogical University (Russian State Vocational Pedagogical University) · 2016

В статье представлен опыт реализации технологии проблемно-ориентированного обучения в преподавании курса методики обучения русскому языку будущих учителей начальной школы. Показана методика проведения семинаров-тьюториалов по обсуждению проблемы-кейса. Описана авторская схема работы с кейсом как модифицированный вариант технологической цепочки в Problem-BasedLearning.

Cited by 0

Problem-Based Learning and Project-Based Learning in STEM

Stoyanova Sevdalina · Vocational Education · 2023

The time and context in which today's students live and learn are complex and dynamic. Pedagogical methods and approaches that gave good results yesterday are insufficiently effective today. It is imperative to combine working models with innovative educational technologies based on the integral and constructivist approach, to upgrade and enrich pedagogical practice with educational methods, approaches and tools adequate to the requirements of the time. This article examines the role of project-based learning and problem-based learning in STEM subjects for the formation of the key competencies and soft skills necessary for successful personal, social and professional realization. The holding of a Science Fair in the Second English Language School is brought out as a good practice and its role is emphasized in increasing the motivation of students for achievements in the field of natural sciences, as well as for their professional orientation in this direction.

Cited by 0