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Preview: Interdisciplinary Journal of Problem-based Learning

Interdisciplinary Journal of Problem-Based Learning



Recent documents in Interdisciplinary Journal of Problem-Based Learning



Last Build Date: Fri, 16 Mar 2018 01:34:16 PDT

Copyright: Copyright (c) 2018 Purdue University All rights reserved.
 



Editor's Introduction

Wed, 14 Mar 2018 12:53:13 PDT







The Effect of Problem-Based Learning on the Creative Thinking and Critical Thinking Disposition of Students in Visual Arts Education

Tue, 06 Mar 2018 11:13:29 PST

The problem-based learning (PBL) approach was implemented as a treatment for higher education visual arts students over one semester to examine its effect on the creative thinking and critical thinking disposition of these students. PBL had a significant effect on creative thinking, but critical thinking disposition was affected to a lesser degree. One possible reason for this result is that in this study, open structures were used for learning activities as a nonroutine problem-solving process to develop creative thinking. Accordingly, the results of this study indicate that PBL can help students with nonroutine problem-solving processes by maintaining uncertainty and enhancing creative thinking. However, a similar conclusion could not be reached for critical thinking disposition. Therefore, future studies regarding critical thinking disposition and the PBL approach should be conducted.







A Cultured Learning Environment: Implementing a Problem- and Service-Based Microbiology Capstone Course to Assess Process- and Skill-Based Learning Objectives

Thu, 01 Mar 2018 08:34:34 PST

In this study, a problem-based capstone course was designed to assess the University of Wyoming Microbiology Program’s skill-based and process-based student learning objectives. Students partnered with a local farm, a community garden, and a free downtown clinic in order to conceptualize, propose, perform, and present studies addressing problems experienced by these partners. Instructor assessments enabled understanding of student competencies, and according to external subject matter experts students demonstrated mastery of all learning objectives on the final research presentation. Community partners were completely satisfied with the students’ solutions, professionalism, and communication. Instructional diagnosis and student course evaluations showed satisfaction, engagement, and growth. Assessments enabled reflective practice by faculty and led to improvements of the capstone course and the microbiology program. Consequently, the course gained institutional support and an official course listing.




The Iterative Development and Use of an Online Problem-Based Learning Module for Preservice and Inservice Teachers

Fri, 23 Feb 2018 07:18:52 PST

Teachers’ problem-based learning knowledge, abilities, and attitudes are important factors in successful K–12 PBL implementations. This article describes the development and use of a free, online module entitled Design a Problem-Based Learning Experience. The module production, aligned with theories of andragogy, was a partnership between the recipients of a grant using PBL to enhance English language learner education and the Sanford Inspire Program. A multistage evaluation design was used in the iterative process of module creation. Starting with an initial white paper, the module’s conceptualization, development, pilot testing, and refinement are described, along with the current use statistics. The URL for the new, easier to access location for the module is provided, along with suggestions for its use in teacher education.




Problem-Based Teacher-Mentor Education: Fostering Literacy Acquisition in Multicultural Classrooms

Mon, 19 Feb 2018 12:59:30 PST

We designed a professional development (PD) teacher-mentor program that used problem-based learning (PBL) to accomplish two goals. First, teachers explored how PBL could be used effectively in their classrooms to change the way they think about teaching to include literacy development in content areas. Second, PBL was the basis for PD training to help them improve their own knowledge of PBL, become mentors to other teachers, and implement PBL in their schools across content areas.

Educators in the United States are challenged to teach linguistically and culturally diverse (LCD) students with differing literacy levels. The demographics of U.S. classrooms require a rigorous attempt to engage LCD students through collaborative, active learning opportunities (McGroarty, 1998; U.S. Department of Education, 2015). Research shows that literacy learning for all students improves in classroom settings that take a cooperative, student-centered approach (McGroarty, 1988, 1989; NCSS, 1991; Shumway, Saunders, Stewardson, & Reeve, 2001). PBL provides opportunities for students to engage in active learning and allows students with multiple learning styles to negotiate contextualized meaning through a variety of collaborative tasks. PBL has also been shown to be an effective method for teaching learners to be self-directed problemsolvers. However, in the absence of PD and ongoing support, teachers are often resistant to the implementation of PBL.

In our program, we used PBL to help teachers learn more about literacy and PBL while providing opportunities for PD and support. As a result, the teacher reflections, discussions, presentations, and self-evaluations demonstrated how, by using PBL in their classrooms while immersing themselves in evidence-based content, they observed enhanced student collaboration. Teachers felt that they were better able to foster a learning environment in their classrooms that would allow students to develop literacy skills in a content-rich context both because of the incorporation of PBL and because of the support they provided for each other. This idea can be easily adapted to foster teacher development and mentoring programs in other fields.




Using Analytics to Transform a Problem-Based Case Library: An Educational Design Research Approach

Thu, 16 Nov 2017 08:39:20 PST

This article describes the iterative design, development, and evaluation of a case-based learning environment focusing on an ill-structured sales management problem. We discuss our processes and situate them within the broader framework of educational design research. The learning environment evolved over the course of three design phases. A semisummative evaluation of student concept maps after the third phase revealed unsatisfactory learning outcomes. This paper focuses on how we investigated design flaws that contributed to poor learning performance. A specific focus of our investigation was the use of Google Analytics data, which uncovered weaknesses in our design. Based on our findings, we used a rapid prototyping process to redesign the learning environment, emphasizing interactive and multimedia-rich elements. Processes and methods are reported along with discussion of implications for case-based reasoning, including relevant design principles. This article will provide insights into resolving design tensions for researchers and practitioners seeking to advance theory and practice in similar domains.




The Role of Argumentation in Hypothetico-Deductive Reasoning During Problem-Based Learning in Medical Education: A Conceptual Framework

Tue, 14 Nov 2017 07:33:48 PST

One of the important goals of problem-based learning (PBL) in medical education is to enhance medical students’ clinical reasoning—hypothetico-deductive reasoning (HDR) in particular—through small group discussions. However, few studies have focused on explicit strategies for promoting students’ HDR during group discussions in PBL. This paper proposes a novel conceptual framework that integrates Toulmin’s argumentation model (1958) into Barrows’s HDR process (1994). This framework explains the structure of argumentation (a claim, data, and a warrant) contextualized in each phase of HDR during PBL. This paper suggests four instructional strategies—understanding argument structures, questioning, elaborating on structural knowledge, and assessing argumentation—for promoting medical students’ argumentation in relation to HDR processes. Further implications of the proposed framework for other disciplines, such as science, legal, and engineering education, are also discussed.




An Expert Instructor’s Use of Social Congruence, Cognitive Congruence, and Expertise in an Online Case-Based Instructional Design Course

Fri, 03 Nov 2017 13:19:01 PDT

Promoting and sustaining effective discussion—that which contributes to learning—is a skill that eludes many instructors (Darling-Hammond, 2008; Ge, Yamashiro, & Lee, 2000). This study explored the role and strategies of an expert instructor in an online advanced instructional design (ID) course that utilized a case-based learning (CBL) approach. Discussion posts, as well as interview data, were analyzed and coded to explore how the instructor utilized three strategies noted as being critical to students’ learning during problem-centered discussions: social congruence, cognitive congruence, and content expertise (Schmidt & Moust, 1995; Yew & Yong, 2014). Results showed that facilitation choices were made with course goals in mind: modeling the case analysis process and improving students’ ID problem solving. All three strategies were used frequently during discussion facilitation. Strategies tended to be implemented in clusters, with social congruence strategies appearing in every post but four. Implications are discussed for utilizing a combination of these facilitation strategies, in a dynamic manner, within a case-based context.




Gender and Participation in an Engineering Problem-Based Learning Environment

Fri, 03 Nov 2017 12:03:40 PDT

The use of problem-based learning (PBL) is gaining attention in the engineering classroom as a way to help students synthesize foundational knowledge and to better prepare students for practice. In this work, we study the discourse interactions between 27 student teams and two instructors in an engineering PBL environment to analyze how participation is distributed among team members, paying particular attention to the differences between male and female students. There were no statistically significant differences between the amount that male and female students spoke; however, stereotypical gender roles and traditional gendered behavior did manifest in the discussion. Also, regardless of the gender composition of the team, the amount of time that each member talked was usually unbalanced. Our findings lead to recommendations to instructors interacting with student teams and contribute to knowledge about team and gender interactions in PBL environments.




Problem-Based Learning Pedagogies in Teacher Education: The Case of Botswana

Wed, 01 Nov 2017 14:56:21 PDT

The development of primary school teachers is an important aspect of a country’s economic, social, and political well-being. The use of particular pedagogies in teacher education may greatly influence how teachers perform in their classrooms after completing their training programs. This micro-ethnography investigated the extent to which teacher educators in Botswana’s College of Education used problem-based learning (PBL) approaches in the development of preservice primary teachers. While the findings of this micro-ethnography showed that particular teacher educators rarely used problem-based learning approaches, the accompanying insights helped to bring a deeper understanding of what is needed for Botswana’s teacher education program to shift to a problem-based learning pedagogy on three levels: teaching practices, curriculum policies, and further research within a particular geopolitical context.







Editor's Introduction

Tue, 29 Aug 2017 09:22:19 PDT
















How to Enhance Interdisciplinary Competence—Interdisciplinary Problem-Based Learning versus Interdisciplinary Project-Based Learning

Mon, 31 Jul 2017 10:55:49 PDT

Interdisciplinary competence is important in academia for both employability and sustainable development. However, to date, there are no specific interdisciplinary education models and, naturally, no empirical studies to assess them. Since problem-based learning (PBL) and project-based learning (PjBL) are learning approaches that emphasize students’ collaboration, both pedagogies seem suitable to enhance students’ interdisciplinary competence. Based on the principle of constructive alignment and four instructional principles on interdisciplinary learning, this paper proposes that students profit more from interdisciplinary PBL (iPBL) than interdisciplinary PjBL (iPjBL). A pre-post study was conducted with a sample of 95 students participating in iPBL and 183 students participating in iPjBL. As expected, multilevel models on students’ development in (a) interdisciplinary skills, (b) reflective behavior, and (c) recognizing disciplinary perspectives show that iPBL enhances students’ interdisciplinary competence more than iPjBL.




The Transfer of Problem-Based Learning Skills to Clinical Practice

Mon, 31 Jul 2017 10:55:43 PDT

The purpose of this article is to present and discuss the reported impact of a fully problem-based learning (PBL) master’s program on the way graduates worked with patients and colleagues in Ireland. These graduates had completed a sixteen-month fully PBL master’s in sonography while concurrently working in clinical practice. Semi-structured telephone interviews were used to collect qualitative data from graduates of the PBL program. PBL graduates reported four notable changes in their approach to clinical practice following the PBL MSc ultrasound program: (1) thinking more before, during, and after clinical practice; (2) more effective communication with patients; (3) improved communication with colleagues; and (4) an increase in proactivity in clinical practice. The transfer of skills developed during the PBL program, as reported by sonography graduates, led to the development of more patient-centered, evidence-based, proactive clinical practice.