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

Problem Based Learning (PBL) e Case Based Learning (CBL)

Fabrizio Consorti · IRIS Research product catalog (Sapienza University of Rome) · 2014

Il capitolo passa in rassegna i due principali metodi di insegnamento/apprendimento attivo utilizzabili nell'ambito della formazione rer e post laurea in medicina generale

Cited by 0

eProblem-based learning: problem-based learning using virtual teams

L. Brodie · European Journal of Engineering Education · 2009

Literature on engineering education stresses the need for graduates to have skills such as working globally in a multicultural environment; working in interdisciplinary teams; sharing of tasks on a global, around the clock basis; working with digital communication tools and in a virtual environment. In addition, accreditation criteria include attributes such as problem solving, communication, life-long learning skills and ethics. Problem-based learning (PBL) is well established in traditional on-campus settings in many professions but its use in ‘virtual’ or online environments is not well-documented, particularly in engineering. However, it is ideally suited to delivering many of the required attributes. A fully online PBL course has been successfully delivered to engineering students studying via distance education. Students work entirely in a virtual mode, conducting online team meetings and utilising a variety of technologies to communicate and solve complex, real-world engineering problems. Design, implementation and evaluation results are discussed.

Cited by 49

Effectiveness of Game Based Learning in Problem Based Learning

Prakash Hegade, Omkar Patil, Ashok Shettar · 2023

Problem based learning has been adapted by various universities and inscribed with perspectives based on the demographic challenges. The method known to be effective for producing lifelong learners and improve cognitive skills, has been experimented on several facades. Problems, being major drivers in the process, have been researched to design and the deliberate the most effective ways. Through this paper we propose a game based learning model which can be used as problems in a problem based learning framework. In contrast to learning activities supplied using more old-fashioned didactic methodologies, this strategy can be used to engage a student through meaningful activities. This paper presents a model to use game in problem based learning followed by a case study and its analysis. Giglane game was used in the process to analyze the effectiveness with respect to number of stakeholders and incidents reported. The method is validated for effectiveness and promises to be an effective strategy for reflections and self-directed learning attributes. The method directly supports the decomposition structure from the computational thinking methodology which can be combined with the problem based learning process.

Cited by 1

Characteristics of Problem-Based Learning.

Erik de Graaff, Anette Kolmos · 2003

Problem-based learning (PBL) is widely regarded as a successful and innovative method for engineering education. Since the development of the PBL model at McMaster University in Canada in the late 1960s, many different varieties have emerged. This paper highlights the Dutch approach of directing the learning process through problem analysis and the Danish model of project-organised learning. Various definitions of the concept PBL identify characteristics at the levels of theoretical learning principles, educational models and educational practices. The McMaster–Maastricht PBL model and the Aalborg model of project work share characteristic features such as the theoretical principle of the problem analysis at the basis of the learning process, integration of knowledge and practice, collaboration and group work. Notable differences were found with respect to the type of assignments, assessment methods and organisation of the group work. In comparison to traditional engineering curricula, the PBL models appear to inspire a higher degree of involvement in study activities and, consequently, a higher level of complex comprehension. A possible drawback is the risk of gaps in specific knowledge areas. Therefore, it is crucial that the students in a PBL curriculum become lifelong learners who have learned to take responsibility for their own learning process.

Cited by 823

Technology and Problem-Based Learning

Lorna Uden, Chris Beaumont · IGI Global eBooks · 2006

Sample of Contents: Traditional versus cognitive learning What is problem-based learning? Developing problem statements/triggers Assessment.

Cited by 152

Project using problem based learning

Ita Coghlan · Arrow - TU Dublin (Technological University Dublin) · 2014

This is a project which is done in groups and submitted at the end of week 6 of the semester. Approximately 30minutes of each lecture during these 6 weeks is spent working on the project and reporting on the group’s progress and getting feedback and guidance from the lecturer. In addition each week the students in each group agree moderation marks for each other. This discussion develops negotiation skills and ensures that students evaluate theirs and others contribution. These are skills that will benefit them in other modules where there are group assignments. At the end of the assignment a final overall moderation mark is submitted and this is combined with the mark for the report to calculate the final mark.

Cited by 0Open access

Communication in problem based learning

Pauline Bryant · UEA Digital Repository (University of East Anglia) · 2018

Problem Based Learning (PBL) is one of the many ways that undergraduates are supported to learn in Norwich Medical School. PBL is an instructional design model that was first introduced into medical schools in Canada in the 1960s. Theoretical arguments were put forward in the medical education literature that claimed PBL was a revolutionary, new and superior learning method. The method attracted considerable enthusiasm, but it also attracted controversy. Descriptions of the process were diverse and the pedagogy was illusive. Never the less, it subsequently spread worldwide, and thousands of medical students now learn in PBL groups.
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\nThe purpose of my research was to explore PBL at Norwich medical school and to find ways to improve it. My focus was on communication in PBL tutorials, and the aim was to identify communicative elements that realised and hindered effective dialogue. 
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\nThe objectives were to 
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\n1) Consider the theoretical framework of PBL and explore enablers and barriers to effective dialogue, 
\n2) Consider the learning environment of the PBL tutorial, particularly brainstorming, and identify ways in which to maximise the learning opportunities, 
\n3) Determine how this knowledge can be used to facilitate effective dialogue to take place between learners in PBL. 
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\nThe main research question was; 
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\nWhat communicative strategies can be used by tutors to enhance elaborative dialogue to take place in brainstorming in Problem Based Learning tutorials? 
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\nUsing elements of Conversation Analysis (CA), I explored communication in PBL. Focusing particularly on brainstorming, I identified specific communicative elements that were used by tutors to facilitate elaborative dialogue. Elaborative dialogue, in which students explain their thinking, appears to be of particular importance in the learning and understanding of concepts. Elaboration includes; 
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\na) Verbalising conceptual understanding, 
\nb) Identifying conflicting information, 
\nc) Co-construction of understanding, 
\nd) Answering/ asking relevant questions, 
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\nIt is clear that the extent to which students benefit from working in small groups depends on the quality of interaction between students within the group. I identified communicative elements that were inhibitory to elaborative dialogue. In addition, I identified that there were contextual factors that inhibited communication between students in the tutorials for example, students were expected to chair tutorials, but they struggled to perform the role. 
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\nThe findings from my study are useful for PBL tutors who can use these elements of conversation analysis to examine their own practices; for example, tutors can audio record a section of a PBL tutorial, and identify their own questioning techniques that have promoted useful dialogue between learners, and reflect on their practice. This conversation analysis method can be applied to other small group teaching methods in other disciplines and by other organisations. I hope this will serve as a starting point to encourage individual tutors and institutions to explore ways to enhance communication in PBL tutorial groups and enrich the learning experiences for students.

Cited by 0Open access

Problem based learning: Table 1

Darren Kılroy · Emergency Medicine Journal · 2004

Problem based learning (PBL) has been the subject of considerable interest and debate in medical undergraduate and, increasingly, postgraduate education in recent years. Its supporters maintain that PBL enhances learning by providing a highly motivational environment for acquisition of knowledge, which is well received by those who take part in it. Critics argue that PBL is a time consuming exercise, often undertaken by people with a limited appreciation of its complexities, and the lack of evidence that PBL translates into better clinical competence brings into question the relevance of such intensive learning methods in everyday practice. This article outlines the background to PBL, explains its mechanics in action, and considers the potential disadvantages of its use as a clinical learning tool in the emergency department.

Cited by 152Open access

Model problem-based hybrid learning

Amin, Saiful, Sumarmi, Sumarmi, Bachri, Syamsul et al. · Research Repository Universitas Islam Negeri Maulana Malik Ibrahim (University of Southampton) · 2022

Cited by 0