Student perceptions of facilitators’ social congruence, use of expertise and cognitive congruence in problem-based learning

This article outlines and evaluates a military social work course as it has been taught by three social work faculty members at two universities in the southeastern US. The authors highlight why these courses are needed within social work undergraduate and graduate programs. They report how CSWE-identified military practice behaviors are addressed within the course. They also describe how practice-based learning approaches appear to be ideally suited for teaching military social work curricula. Data on student perceptions of military social work courses and the application of problem-based learning are presented along with an assessment of knowledge gains and ability to practice military social work. Findings reflect that social worker students find these courses helpful and that they believe that problem-based courses in this subject help prepare them for initial work with this population. They also highlight the need for an extensively updated military social work textbook addressing major changes within the military and social work over the last decade.

Download Full-text

Student Participation and Interaction in Online Case-Based Discussions: Comparing Expert and Novice Facilitation

Online Learning ◽

10.24059/olj.v25i4.2901 ◽

2021 ◽

Vol 25 (4) ◽

Author(s):

Yishi Long ◽

Adrie A. Koehler

Keyword(s):

Social Network ◽

Student Participation ◽

Student Interaction ◽

Cognitive Congruence ◽

Novice Instructors ◽

Social Congruence ◽

Expert And Novice ◽

Case Based Learning ◽

Case Discussions ◽

Case Based

Discussion is an essential component in case-based learning (CBL), as it offers students the opportunity to consider diverse perspectives, clarify confusion, and construct understanding. As a facilitator bears most of the responsibility for the overall success of CBL, understanding how facilitation strategies influence interactions during discussions is worthwhile. However, previous CBL facilitation research has primarily considered student perspectives during case discussions, without examining relationships between facilitator experience and student interaction and participation. This study combined social network analysis and content analysis to compare the structure of expert and novice instructors’ discussion posts and to consider their relationship to student participation and interaction in online case discussions. Results showed that both the expert and novice instructors used facilitation strategies involving social congruence, cognitive congruence, and content expertise frequently in the discussions; however, when and how they used a combination of these strategies was noticeably different. These differences influenced student interaction. More specifically, students tended to interact with others more actively and densely as a result of questions initiated by the expert facilitator. Suggestions are provided for novice facilitators.

Download Full-text

Problem-based learning in Gross Anatomy: Assessment Outcomes and Student Perceptions

Journal of Biology and Life Science ◽

10.5296/jbls.v4i1.2639 ◽

2012 ◽

Vol 4 (1) ◽

Author(s):

Chunhua Chen ◽

Weiguang Zhang ◽

Lihua Qin ◽

Haimeng Cui ◽

Dandan Linghu ◽

...

Keyword(s):

Student Perceptions ◽

Evaluation Method ◽

Teaching Method ◽

Problem Based Learning ◽

Gross Anatomy ◽

Health Science ◽

Learning Method ◽

Science Center ◽

Learning Attitudes ◽

Peking University

This study aimed to study whether the problem-based learning (PBL) as an educational strategy can be of great help in improving the quality of gross anatomy and the attitude of students towards the learning method in China. It was performed in Basic Science of Peking University Health Science Center. The study sample included 200 students and they were assigned to 20 groups. Data collection was done by a questionnaire survey and interview to examine the students’ learning attitudes and perceptions toward this platform as a possible learning tool. Data obtained were compared and the main themes were determined. At the end of data analyses, we gave feedback and evaluation. We found out the satisfaction of students with this learning method and the students’ interest and ability improvement after this teaching method. Also, we showed the problems and largest obstacle that the students face in this learning mode and their expectant evaluation method. The study clearly pointed out that the PBL benefits a lot for the students in the study of gross anatomy despite of the existing problems. In the future, we should implement PBL combined with the characteristics of traditional anatomy teaching in China.

Download Full-text

Exploring Student Attrition in Problem-Based Learning: Tutor and Student Perceptions on Student Progress

Building Learning Experiences in a Changing World ◽

10.1007/978-94-007-0802-0_9 ◽

2011 ◽

pp. 139-146 ◽

Cited By ~ 1

Author(s):

Rinske Franssen ◽

Jan Nijhuis

Keyword(s):

Student Perceptions ◽

Problem Based Learning ◽

Student Attrition ◽

Student Progress

Download Full-text

Student Perceptions Change in a Chemical Engineering Class using Cooperative Problem Based Learning (CPBL)

Procedia - Social and Behavioral Sciences ◽

10.1016/j.sbspro.2012.09.697 ◽

2012 ◽

Vol 56 ◽

pp. 627-635 ◽

Cited By ~ 1

Author(s):

Fatimah Mohamad Adi ◽

Fatin Aliah Phang ◽

Khairiyah Mohd Yusof

Keyword(s):

Student Perceptions ◽

Chemical Engineering ◽

Problem Based Learning

Download Full-text

Student perceptions of an embedded problem-based learning instructional approach in a hospitality undergraduate programme

International Journal of Hospitality Management ◽

10.1016/j.ijhm.2004.09.007 ◽

2005 ◽

Vol 24 (3) ◽

pp. 437-464 ◽

Cited By ~ 32

Author(s):

Jakša Kivela ◽

Ruth Jeanine Kivela

Keyword(s):

Student Perceptions ◽

Problem Based Learning ◽

Instructional Approach ◽

Undergraduate Programme

Download Full-text

Student Perceptions of Problem-Based Learning: A Case Study of Undergraduate Applied Agrometeorology

ISRN Education ◽

10.1155/2013/982942 ◽

2013 ◽

Vol 2013 ◽

pp. 1-9 ◽

Cited By ~ 1

Author(s):

Linda De Wet ◽

Sue Walker

Keyword(s):

Critical Thinking ◽

Student Perceptions ◽

Real World ◽

Formal Education ◽

Real Life ◽

Problem Based Learning ◽

Ongoing Study ◽

Weather Data ◽

The World

Many students do not seem to transfer their learning during formal education into applications in the real world. The objective of this ongoing study was to investigate the opinion of third-year students concerning their program through problem-based learning and to improve the module where necessary. Students attending theory classes had to apply their newly gained knowledge coupled with real-life weather data to solve a problem during practicums. Students attending practicums were given the same questionnaire thrice; thus, the answers were based on different sets of exercises. Responses by attendees for the three questionnaires were 73%, 100%, and 61%, respectively. Students preferred problem-based practicums (78%, 54%, and 72%, resp.) to other non-problem-based practicums. Most students thought that their knowledge had improved and it had prepared them better for the workplace (85%, 77%, and 92%, resp.). Generally students preferred working in groups (74%, 62%, and 56%, resp.), in contrast to those preferring to work individually. Students benefited from problem-based learning in that they thought they had improved their knowledge, skills, and critical thinking abilities and felt that they had learnt things that they could carry into their future lives out in the world at large and the workplace.

Download Full-text