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problem-based learning in a Data Visualization University Course During COVID-19

INTERNATIONAL JOURNAL OF ENGINEERING EDUCATION 2025年第2期41卷 365-370页

作者： Chang, Wen-Chih Natl Pingtung Univ Int Master Program Informat Technol & Applicat Pingtung Taiwan

Artificial intelligence (AI) and data visualization are increasingly used in learning and education. In this study, we used Microsoft Teams for online lessons, incorporating problem-solving learning in a university course on data visualization that included tools like Microsoft Power BI Desktop, Tableau Public, and NodeXL. We designed several problem-based learning topics to demonstrate that integrating problem-based learning into teaching is beneficial and provides quality education. We used a quasi-experimental design, arranging experimental and control groups. The research results were verified through a t-test, showing a significant difference between the experimental and control groups' post-test scores.

关键词： problem-based learning university course data visualization Power BI Desktop application

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Improving undergraduate education of occupational health and occupational medicine appling massive open online courses & problem-based learning

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BMC MEDICAL EDUCATION 2024年第1期24卷 188页

作者： Ding, Rui Cheng, Han Anhui Med Univ Sch Publ Hlth Dept Occupat & Environm Hlth 81 Meishan Rd Hefei 230032 Anhui Peoples R China Anhui Med Univ Sch Clin Med 1 81 Meishan Rd Hefei 230032 Anhui Peoples R China

BackgroundThe learning of Occupational Health and Occupational Medicine in undergraduate college students in China has been hindered by various factors. This study aimed to explore the effects of the application of Massive Open Online Courses (MOOC) & problem-based learning (PBL) in the learning of Occupational Health and Occupational Medicine in undergraduate college students in *** enrolled in 2017 and 2018 were categorized in the control group and study group, and received PBL learning and MOOC + PBL learning, respectively. The effects of learning were assessed by scores of final exam, satisfaction degree of students, and *** mean score of the final exam was not significantly different between the two groups. However, the further comparison by levels of scores showed that the percentages of good and excellent were both significantly higher in the study group than control group. The overall satisfaction degree was significantly higher in the study group than control group. In addition, the scores of the 3 dimensions of satisfaction degree, i.e. learning preparation, learning process, and learning effect, were all significantly higher in the study group than control group. The feedbacks of the students showed that they thought MOOC + PBL learning could better improve the learning efficacy, despite a substantial proportion of students reported that MOOC + PBL learning more *** findings showed that the combination of MOOC and PBL in the learning of Occupational Health and Occupational Medicine is an effective method capable of improving the learning efficacy in college students of Prophylactic Medicine. Further efforts are needed to optimize the MOOC platform to provide a friendlier interface.

关键词： Massive Open Online courses problem-based learning Occupational Health and Occupational Medicine learning efficacy

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problem-based learning is helpful in encouraging academic institutions to strive for excellence: perceptions of Sudanese physiologists as an illustration

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BMC MEDICAL EDUCATION 2024年第1期24卷 1页

作者： Mohammed, Muaath Ahmed Ali, Ibrahim Abdelrhim Ibnsina Univ Fac Med Dept Physiol Khartoum Sudan Natl Ribat Univ Fac Med Dept Physiol Khartoum Sudan

Background problem-based learning (PBL) is a well-known teaching method which promotes self-directed learning (SDL) in many medical programs worldwide. This study aimed to examine the perceptions of Sudanese physiologists on applying PBL in teaching their physiology courses or sessions. Methods A cross-sectional survey was conducted with 82 physiologists (70% of the total Sudanese physiologists). The data were collected using questionnaires that included questions about attitudes towards, effectiveness of, and barriers to PBL implementation. The internal reliability of the questionnaire (over 0.7) was good, as measured by Cronbach's alpha. The Mann-Whitney U test, Kruskal-Wallis test, multiple linear regression and correlation (Spearman) analysis were performed to assess various factors associated with physiologists' perceptions of the research domains. Results Physiologists generally had a positive attitude (overall score percentage of 76.9 +/- 23.97%) towards PBL compared to other teaching methods and had good perceptions of the effects of PBL (overall score percentage of 77.1 +/- 25.13%) on the student learning process. Furthermore, physiologists had a notable knowledge gap about common challenges affecting PBL application (overall score percentage was 56.93 +/- 19.43%) at their relevant institutes. Physiologists' perceptions of common factors affecting PBL application were significantly related to participants currently working inside or outside Sudan (p value = 0.010) and applying PBL at their relevant institutes (p value = 0.008). In addition, the attitude score was significantly associated with the current workplace (governmental/private) classification (B= -14.083, p = 0.031). Additionally, attitude toward PBL had a significant positive correlation with age (r = 0.233, p = 0.005) and the perception score of PBL's effects on students' learning processes (r = 0.788, p < 0.001). Conclusion In general, physiologists have good attitudes towards and perceptions of

关键词： problem-based learning PBL Perceptions Attitudes Physiologists Higher educational institutions

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problem-based learning on the WeChat public platform in radiation oncology residency training programs

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BMC MEDICAL EDUCATION 2024年第1期24卷 1页

作者： Zhai, Yirui Zhang, Yongming Hui, Zhouguang Bao, Yongxing Zhou, Haiyan Tang, Yuan Liu, Wenyang Wu, Runye Deng, Lei Ma, Pan Xu, Xin Han, Fei Zhong, Mei Li, Ye-Xiong Chen, Bo Wang, Shu-Lian Chinese Acad Med Sci & Peking Union Med Coll Canc Hosp Natl Clin Res Ctr Canc Dept Radiat OncolNatl Canc Ctr Beijing 100021 Peoples R China Chinese Acad Med Sci & Peking Union Med Coll Natl Clin Res Ctr Canc Canc Hosp Dept Med EducNatl Canc Ctr Beijing 100021 Peoples R China Chinese Acad Med Sci & Peking Union Med Coll Canc Hosp Natl Clin Res Ctr Canc Dept VIP Med ServNatl Canc Ctr Beijing 100021 Peoples R China

PurposeThis study explored the effectiveness of a problem-based learning (PBL) teaching model on the WeChat public platform for radiation oncology residency training *** and methodsThe WeChat PBL program was initiated in 2019. The study recruited student participants, on a voluntary basis, who were in their first and second years of standardized training in radiation oncology. We selected classic and trending issues in radiation oncology as the two main teaching topics. Students in the PBL group searched for relevant literature, summarizing PowerPoint presentations or academic speeches on specific issues published on the professional WeChat public platform after an in-depth review by teachers. The final national standardized training examination scores for resident physicians were used to evaluate teaching effectiveness. The graduation scores of the PBL and non-PBL groups were compared, and a stratified analysis was conducted based on the year of participation to assess the teaching effectiveness of this model. Moreover, questionnaires were administered to evaluate students' *** the 36 students who joined the study in 2019, 16 (44.0%) voluntarily joined the PBL teaching group. Nine students started teaching PBL in their first year of residency, accounting for 47.4% of that year, and seven started in their second year, accounting for 41.2%. The average graduation scores of the PBL group were superior to those of the non-PBL-focused group for the same grade. The rate of high scores among students in the PBL group (56.3%) was higher than that of students in the non-PBL group (25%). Specifically, first-year residents who joined the PBL group had an average score of 92.3 +/- 2.2, significantly higher than their non-PBL counterparts, who scored an average of 88.6 +/- 4.6, showing a statistically significant advantage (p = 0.042). All students were satisfied with the PBL WeChat teaching and would recommend the PBL WeChat course to others

关键词： Medical education Radiation oncology problem-based learning WeChat platform

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problem-based learning applications in online environments

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CANADIAN JOURNAL OF PHYSICS 2023年第9期101卷 512-523页

作者： Kumas, Ahmet Usak Univ Ulubey Vocat High Sch Usak Turkiye

Online learning environments have been used intensively during the COVID-19 pandemic and are frequently preferred alternative learning environments afterward. On the other hand, the lack of adequate learning applications for online environments negatively affects teaching. The main purpose of this research is to develop problem-based learning (PBL) activities for online learning environments within the scope of Physics course and to reveal the application processes. The study was carried out with 97 students in the fall semester of the 2020-2021 academic year. PBL applications were carried out in online learning environments with the interaction of online groups of 5-7 people through the Zoom program. A qualitative research approach and critical action research model were used in this research. The data were obtained with the help of rubric form, interview, peer assessment, peer group assessment, and documents and evaluated with content analysis and descriptive analysis. In the process of PBL activities in online learning environments, students took an active role as a part of their learning processes, interacted constantly with their peers, and demonstrated high-level success in their learning competencies by fulfilling their responsibilities. In online learning environments, there is a need for application examples where all students can demonstrate their process skills and student-centered assessment-evaluation applications that will determine the application outputs.

关键词： problem-based learning online learning physics teaching education

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problem-based learning (PBL) application in 'metabolic syndrome (MetS)' among common diseases of the modern age: A case study

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BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION 2023年第6期51卷 616-626页

作者： Gunter, Tugce Zonguldak Bulent Ecevit Univ Ahmet Erdogan Vocat Sch Hlth Serv Dept Med Lab Tech TR-67600 Zonguldak Turkiye

The present study was to teach metabolic syndrome (MetS) disease through a scenario developed according to the problem-based learning (PBL) approach in the biochemistry class. The study was designed as a single group pre-test and post-test research. The study group consisted of first-year students (N = 183) from the nursing department within the health sciences faculty of a state university in Turkey. The study findings indicated that PBL increased students' understanding and learning performances about MetS. It may be suggested that those learned by the scenario developed according to the PBL are effective in learning about the MetS.

关键词： biochemistry education learning performance metabolic syndrome problem-based learning

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problem-based learning in Graduate and Undergraduate Chemistry Courses: Face-to-Face and Online Experiences

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JOURNAL OF CHEMICAL EDUCATION 2023年第2期100卷 597-606页

作者： Costa, Anna Maria Escaja, Nuria Fite, Carles Gonzalez, Miguel Madurga, Sergio Fuguet, Elisabet Univ Barcelona Dept Quim Inorgan & Organ Marti i Franques 1-11 Barcelona 08028 Spain Univ Barcelona IBUB Inst Biomed Diagonal 643 Barcelona 08028 Spain Univ Barcelona Dept Engn Quim & Quim Analit Marti i Franques 1-11 Barcelona 08028 Spain Univ Barcelona Dept Ciencia Mat & Quim Fis Marti i Franques 1-11 Barcelona 08028 Spain Univ Barcelona Inst Quim Teor & Computac IQTCUB Marti i Franques 1-11 Barcelona 08028 Spain

The problem-based learning (PBL) methodology has been applied in a set of chemistry courses at the University of Barcelona to determine the main factors that are relevant to a satisfactory application of this educational approach in different contexts (from undergraduate to master subjects). The exceptional situation resulting from the COVID-19 pandemic has also forced us to adapt this methodology from the traditional face-to-face modality to an online version. Thus, the resulting compara t i v e study has allowed us to identify the main aspects of each subject, student background, and modality used, which are relevant to a satisfactory application of PBL. In general, the application of the PBL methodology using Moodle and BBCollaborate as live teaching platforms has a positive impact on student learning and satisfaction. Interestingly, although the face-to-face implementation is preferred to the online modality, students evaluate positively the application of online PBL with respect to the traditional online teaching. Thus, the intrinsic characteristics of PBL, which enhance the learning motivation with suitable problems to be solved in groups, makes this required collaborative work a key point to facilitate student learning.

关键词： problem-based learning Chemistry Online learning Face-to-Face learning Undergraduate Master COVID-19

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problem-based learning in Biomedical Engineering: Bridging the Gap in Teaching Basic Medical Sciences 15

Problem-Based Learning in Biomedical Engineering: Bridging t...

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15th IEEE Global Engineering Education Conference (IEEE EDUCON)

作者： Jimenez-Perez, Miriam Irene Perfecto-Avalos, Yocanxochitl Sanchez-Lopez, Angelica Lizeth Gonzalez Mercado, Mirna Gisel Tecnol Monterrey Escuela Med Ave Eugenio Garza Sada 2501 Monterrey 64849 NL Mexico Tecnol Monterrey Escuela Ingn & Ciencias Ave Eugenio Garza Sada 2501 Monterrey 64849 NL Mexico

ISBN: (纸本)9798350394023;9798350394030

This paper explores the introduction of problem-based learning (PBL) in Biomedical Engineering at Tecnologico de Monterrey, comparing experiences from 2014 to 2019 between medical and biomedical engineering students. Medical students consistently outperform biomedical engineering counterparts, attributed to higher admission standards. Despite minor improvements in biomedical engineering grades, the differences remain statistically insignificant. Initial challenges for students involve adapting to a self-directed learning model. Biomedical engineers excel in cell biology compared to biochemistry courses. Students recognize PBL's benefits in acquiring theoretical knowledge and facing intellectual challenges, emphasizing its value in biomedical engineering education. We conclude that PBL implementation should be considered in other engineering courses.

关键词： Higher education educational innovation student-centered learning problem-based learning

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problem-based learning with library e-resources to enhance student information literacy self-efficacy

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LIBRARY MANAGEMENT 2024年第8/9期45卷 564-580页

作者： Prabowo, Thoriq Tri Sitthiworachart, Jirarat Hong, Jon Chao Joy, Mike King Mongkuts Inst Technol Ladkrabang Sch Ind Educ & Technol Bangkok Thailand Natl Taiwan Normal Univ Dept Ind Educ Taipei Taiwan Univ Warwick Dept Comp Sci Coventry England

PurposeThis study investigates the effectiveness of problem-based learning (PBL) in information literacy curricula using library e-resources to enhance information literacy self-efficacy (ILSE) of students in two universities in Indonesia, in Java Island (University A) and Sumatra Island (University B).Design/methodology/approachA comparison of the effectiveness of the approach in the two universities forms the focus of the study, which has adopted a single group quasi-experimental design which was conducted in one online teaching-learning session. The authors compared the pre-test and post-test scores of 65 library and information science (LIS) students from both *** results show that the treatment enhanced ILSE effectively. After the treatment, University A students performed better than those at University *** limitations/implicationsThe factors which affected the success of PBL using library e-resources have not been identified in this study, a task for a future qualitative research *** implicationsThis study will both inspire the use of library e-resources in learning activities and promote ***/valueIntegrating PBL with library e-resources provides opportunity to identify the advantages of library e-resources in supporting student ILSE, resulting a better learning achievement.

关键词： problem-based learning Library e-resources Information literacy Self-efficacy Information literacy self-efficacy Indonesian universities

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problem-based learning and the integration of sustainable development goals

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JOURNAL OF WORK-APPLIED MANAGEMENT 2024年第2期16卷 218-234页

作者： Nguyen, Long Thang Van Cleveland, Donna Nguyen, Chi Tran Mai Joyce, Corinna RMIT Univ Vietnam Sch Commun & Design Ho Chi Minh City Vietnam

Purpose - This study explores how problem-based learning (PBL) programs can address Sustainable Development Goals (SDGs) via the higher education (HE) curriculum, teaching materials and relevant assessments, supporting learning at scale for HE institutions. Design/methodology/approach - Employing SDGs and their indicators as the coding framework, our twophase study evaluates the curriculum and teaching materials of seven PBL programs at a leading higher education institution (HEI). The first phase involved a content analysis to assess the degree of sustainability integration in 156 relevant courses. The second phase applied a semi-automated mapping protocol to analyze learning and teaching materials in 120 relevant courses. Findings - The school aligns with 17 SDGs (100%), covering 94 indicators (55.62%). On average, each program within the school addresses over ten of these goals and incorporates more than 24 associated indicators. However, the study reveals an imbalance in the incorporation of SDGs, with some goals not yet deeply and comprehensively embedded in the curriculum. While there is a substantial focus on sustainability theories, the practical implications of SDGs in emerging countries, particularly through case studies and assessments, require significant enhancement. Practical implications - Mapping SDGs allows HEIs to identify strengths and gaps in SDG integration, thereby improving the PBL approach to enhance student work readiness in sustainability-focused careers. Originality/value - Through the lens of transformative learning theory, this study provides evidence of SDG integration into PBL curricula. It highlights a mapping methodology that enables HEIs to evaluate their sustainability readiness in curriculum, teaching materials and relevant assessments.

关键词： Sustainable development goals Education for sustainable development problem-based learning Curriculum mapping Work-applied education

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