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Designing, implementing and evaluating an online problem-based learning (PBL) environment - A pilot study

CLINICAL LINGUISTICS & PHONETICS 2014年第1-2期28卷 117-130页

作者： Ng, Manwa L. Bridges, Susan Law, Sam Po Whitehill, Tara Univ Hong Kong Fac Educ Div Speech & Hearing Sci Hong Kong Hong Kong Peoples R China Univ Hong Kong Fac Dent Dept Dent Educ & E Learning Hong Kong Hong Kong Peoples R China

problem-based learning (PBL) has been shown to be effective for promoting student competencies in self-directed and collaborative learning, critical thinking, self-reflection and tackling novel situations. However, the need for face-to-face interactions at the same place and time severely limits the potential of traditional PBL. The requirements of space and for meeting at a specific location at the same time create timetabling difficulties. Such limitations need to be tackled before all potentials of PBL learning can be realized. The present study aimed at designing and implementing an online PBL environment for undergraduate speech/language pathology students, and assessing the associated pedagogical effectiveness. A group of eight PBL students were randomly selected to participate in the study. They underwent 4 weeks of online PBL using Adobe Connect. Upon completion of the experiment, they were assessed via a self-reported questionnaire and quantitative comparison with traditional PBL students based on the same written assignment. The questionnaire revealed that all participating students enjoyed online PBL, without any perceived negative effects on learning. online PBL unanimously saved the students travel time to and from school. Statistical analysis indicated no significant difference in assignment grades between the online and traditional PBL groups, indicating that online PBL learning appears to be similarly effective as traditional face-to-face PBL learning.

关键词： online problem based learning programme design programme evaluation

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online or in-class problem based learning: Which one is more effective in enhancing learning outcomes and critical thinking in higher education EFL classroom?

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JOURNAL OF COMPUTER ASSISTED learning 2024年第5期40卷 2351-2368页

作者： Orhan, Ali Zonguldak Bulent Ecevit Univ Sch Foreign Languages Zonguldak Turkiye

Background: Although problem based learning has a great potential to promote learning outcomes as well as cognitive abilities, the number of previous studies investigating this potential on critical thinking, reading comprehension abilities and attitudes in English as a Foreign Language (EFL) context is scarce. Also, the number of studies comparing the effectiveness of online and face-to-face problem based learning on these variables is scarcer and this limited research has yielded contradictory results. Objectives: This study aimed to investigate and compare the effectiveness of online and face-to-face problem based learning on critical thinking skills, dispositions, reading comprehension abilities, and attitudes of EFL students. Method: Pretest-posttest control group quasi-experimental design was employed in this study that has two experimental groups and one control group. There were 23 (13 females and 10 males), 23 (14 females and 9 males), and 22 (12 females and 10 males) EFL students in online problem based learning group, face-to-face problem based learning group, and control group, respectively. In the first experimental group, problem based learning activities were conducted online while the same activities were conducted face-to-face in the classroom in the second experimental group. In the control group, no experimental procedures were followed and the students continued their regular instructor-led reading activities. Watson-Glaser Critical Thinking Test, Sosu Critical Thinking Dispositions Scale, Reading Comprehension Test, and Attitudes Towards English Scale were used to collect the data. The data were analysed using paired-samples t-test and ANCOVA with pretest scores as the covariate variable. Results and Conclusions: It was found that problem based learning, either online or face-to-face, significantly enhanced EFL learners' reading comprehension abilities and attitudes towards English as well as their critical thinking skills and dispositions. It w

关键词： critical thinking EFL higher order thinking skills language classroom online problem based learning problem based learning

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The effects of online and face to face problem based learning environments in mathematics education on student's academic achievement

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Procedia - Social and Behavioral Sciences 2009年第1期1卷 2817-2824页

作者： Gürsul, Fatih Keser, Hafize Ankara University Ankara 06590Cebeci Çankaya Turkey

This study aims at finding out the effects of the online and face to face problem based learning environments in mathematics education on student's academic achievement. The study was conducted at Department of Computer Education and Instructional Technologies, Faculty of Education, Hacettepe University. The subjects were 42 freshman students attending to this department at the Autumn term of 2006-2007 academic year. These students were put into two groups as online problem-based learning and face-to-face problem-based learning. The research was conducted on Mathematics-I while implementing the topic of 'derivation'. The rubric for the students' performance to evaluate their problem-based skills is used as data collection tool. .The statistical techniques used are ranked mean, Mann-Whitney U test. According to the results, the ranked mean scores (7.70) of achievement level of the students at the online problem-based learning group had higher than the students in the face-to-face problem-based learning group (3.30), which was also statistically significant (U = 1,500, p < 0,05). © 2009.

关键词： Academic Achievement Face to Face problem based learning online problem based learning problem based learning

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