Integrating Social Media into Problem-Based Learning to Improve Students’ Learning Performance

2019 ◽  
pp. 729-737
Author(s):  
Hann-Jang Hwang ◽  
Wei-Tsong Wang ◽  
Ying-Lien Lin
Keyword(s):  
Social Media ◽  
Problem Based Learning ◽  
Learning Performance

scholarly journals Comparison of pretraining models and strategies for health-related social media text classification

2021 ◽  
Author(s):  
Yuting Guo ◽  
Yao Ge ◽  
Yuan-Chi Yang ◽  
Mohammed Ali Al-Garadi ◽  
Abeed Sarker
Keyword(s):  
Social Media ◽  
Language Processing ◽  
Text Classification ◽  
High Performance ◽  
Language Models ◽  
Learning Performance ◽  
Health Related ◽  
Social Media Text ◽  
Performance Results ◽  
Better Than

Motivation Pretrained contextual language models proposed in the recent past have been reported to achieve state-of-the-art performances in many natural language processing (NLP) tasks. There is a need to benchmark such models for targeted NLP tasks, and to explore effective pretraining strategies to improve machine learning performance. Results In this work, we addressed the task of health-related social media text classification. We benchmarked five models-RoBERTa, BERTweet, TwitterBERT, BioClinical_BERT, and BioBERT on 22 tasks. We attempted to boost performance for the best models by comparing distinct pretraining strategies-domain-adaptive pretraining (DAPT), source-adaptive pretraining (SAPT), and topic-specific pretraining (TSPT). RoBERTa and BERTweet performed comparably in most tasks, and better than others. For pretraining strategies, SAPT performed better or comparable to the off-the-shelf models, and significantly outperformed DAPT. SAPT+TSPT showed consistently high performance, with statistically significant improvement in one task. Our findings demonstrate that RoBERTa and BERTweet are excellent off-the-shelf models for health-related social media text classification, and extended pretraining using SAPT and TSPT can further improve performance.

Exploring the Relationship Between Learners' Uncertainty Level and Learning Performance in an Authentic Problem-Based Learning Environment

2021 ◽  
pp. 179-198
Author(s):  
Kah Heng Loh ◽  
You Ping Lim
Keyword(s):  
Learning Process ◽  
Engineering Students ◽  
Learning Experience ◽  
Problem Based Learning ◽  
Learning Performance ◽  
Strong Negative Correlation ◽  
Learning Satisfaction ◽  
Learning Score ◽  
The Relationship ◽  
Uncertainty Level

Many educators believe that learners' learning experience can be enhanced by infusing uncertainty into their learning process. The authentic problem-based learning (APBL) model allows uncertainty to be incorporated into ill-structured problem to motivate learners' learning process. This study looks into the relationship between learners' uncertainty level and learning performance in APBL model which involve participation of 78 engineering students from Taylor's American Degree Program. A questionnaire consists of 30 items of uncertainty construct and 10 items of learning satisfaction is developed to measure learners' uncertainty level and satisfaction at the end of APBL. Learners' learning satisfaction, learning attitude, and learning score on APBL activities which form the learning performance is computed. The Cronbach's alphas for uncertainty construct and learning satisfaction are 0.89 and 0.92 respectively. The zero order Pearson's correlation analysis showed a strong negative correlation between uncertainty level and learning performance.

Social learning constructs and employee learning performance in informal Web-based learning environments

2018 ◽  
Vol 30 (6) ◽  
pp. 394-414 ◽  
Author(s):  
HyunKyung Lee ◽  
MyungGeun Lee
Keyword(s):  
Social Media ◽  
Social Learning ◽  
Learning Community ◽  
Learning Environments ◽  
Learning Performance ◽  
Web Based ◽  
Content Type ◽  
Media Usage ◽  
Web Based Learning ◽  
The Relationship

Purpose The purpose of this paper is to investigate the relationship between social learning constructs and perceived learning performance in corporate informal Web-based learning environments. The study aims at providing significant implications for corporate educators who have worked on designing social learning environments in the workplace. Design/methodology/approach To identify the casual relationship of the proposed research model, data collected from 523 South Koreans who were corporate employees and social media users were analyzed using structural equation modeling. Findings The results indicate that self-motivation, learning community and social media usage were significantly related to perceived learning performance. In addition, social media usage mediated the relationship between the other social learning constructs and the learning performance. Originality/value Given that corporate personnel typically gain job-related knowledge and skills through social learning, corporate educators need to provide learners with social learning environments that are conducive to self-motivation and learning community. Social media, when used as a learning tool, might not sufficiently improve learning performance without the help of other social learning constructs. Findings shed light on which social learning constructs are essential to effective social learning environment design in the workplace.

scholarly journals Contextual attributes to promote positive social interdependence in problem-based learning: a focus group study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Ikuo Shimizu ◽  
Yasushi Matsuyama ◽  
Robbert Duvivier ◽  
Cees van der Vleuten
Keyword(s):  
Collaborative Learning ◽  
Problem Based Learning ◽  
Cognitive Outcomes ◽  
Constructivist Grounded Theory ◽  
Learning Performance ◽  
Academic Learning ◽  
Focus Group Study ◽  
Formal Curriculum ◽  
Social Interdependence ◽  
Work Sharing

Abstract Background Problem-based learning (PBL) is classified as a collaborative learning approach, wherein students learn while contributing meaning to experiences and interactions with others. An important theoretical fundament of PBL is social interdependence theory (SIT) because positive social interdependence within a group has been found to be key to better learning performance and future attitudes towards team practice. However, most previous studies in health professions education focused on cognitive outcomes, and few studies have focused on collaborative behaviors in PBL groups. The lack of this empirical insight makes implementation of PBL difficult, especially in contexts where there is limited experience with collaborative learning. Therefore, the aim of this study was to elucidate what promotes or hinders positive social interdependence and how the attributes work during PBL. Methods We conducted four focus groups among clinical year medical students (n = 26) who participated in PBL tutorials in the formal curriculum. We asked semi-structured questions that corresponded with the overall concept of SIT. We analyzed the transcript using constructivist grounded theory and developed a model to explain contextual attributes that promote or hinder positive social interdependence in PBL. Results Two contextual attributes of “academic inquisition” and “desire for efficiency” affect social interdependence among a student group in PBL. Academic inquisition is students’ desire to engage in their academic learning, and desire for efficiency is students’ attitude toward learning as an imposed duty and desire to complete it as quickly as possible. These attributes are initially mutually conflicting and constructing social interdependence through multiple steps including inquisition from a case, seeking efficient work, sharing interest in problem solving, expecting mutual contributions, and complementing learning objectives. Conclusion These findings will contribute to understanding collaborative learning environments in PBL and may help explain contexts where PBL is less successful. The model can also be used as a tool to support innovation of PBL as collaborative learning.

scholarly journals THE EFFECTIVENESS OF PROBLEM-BASED LEARNING WITH SOCIAL MEDIA ASSISTANCE TO IMPROVE STUDENTS’ UNDERSTANDING TOWARD STATISTICS

2018 ◽  
Vol 7 (2) ◽  
pp. 97 ◽  
Author(s):  
Yuliana Yuliana ◽  
Fery Firmansah
Keyword(s):  
Social Media ◽  
Random Sampling ◽  
Mathematics Learning ◽  
Problem Based Learning ◽  
Learning Mathematics ◽  
Media Assistance ◽  
Post Test ◽  
The Mean ◽  
Cluster Random Sampling ◽  
Better Than

The objectives of the research are (1) to develop mathematics learning through Problem Based Learning (PBL) with social media assistance in improving students’ understanding toward statistics and (2) to find out the effectiveness of PBL with social media assistance. This research is a quasi-research with cluster random sampling. The cluster random sampling was employed to determine a control class and an experimental class. After treatment for each class, post-test was done. Then, the post-test data was analyzed through a T-test. The result is the mean score of post-test in experimental class was better than that in control class. It means PBL with social media assistance is more effective than the conventional model to teach statistics. The result was supported by a questionnaire that showed learning mathematics through PBL with social media assistance got a positive response from the students.

Sign in / Sign up

Export Citation Format

Share Document