Assessing student workload in Problem Based Learning: Relationships among teaching method, student workload and achievement. A case study in Natural Sciences

One of phenomena that occur in the educational world is the issue of discrepancies that occur between theory the pre-service teacher learned in college with implementation when they should teach in thereal fields (schools). Problem Based Learning (PBL) becomes one of the efforts to bridge the existing problems. This research is conducted to find out the extend of Problem Based Learning (PBL) in Micro Teaching course since the course must be accomplished by students before carrying out practical activities in the real field in the school at teaching training program. The writer uses descriptive qualitative method. And in this research the writer uses case study as a research design to find out the purpose of the research. The participants of the the research are 8 students from a class of micro teaching course in English Department of Universitas Swadaya Gunung Jati. In this paper, The Students as the Pre Service Teacher(s) are coded PST(s). The writer uses observation as the instruments of the research. Theory of Miles and Huberman are used to collect data from observation. Regarding to the discussion above, the four aspects of competences of effective teacher are shown in the teaching practice done by the students of Micro teaching course that apply Problem Based Learning (PBL). The majority results of the observation explain that applying Problem Based Learning in Micro Teaching course develops pre-service teachers competence in their teaching in classroom. This research shows pre-service teachers can integrate their competences and create good performance in their teaching practice.

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Evaluating The Effectiveness Of Problem-Based Learning (Pbl) Implemented In The Textile Engineering Course - A Case Study On Ahsanullah University Of Science And Technology, Bangladesh

Balkan Region Conference on Engineering and Business Education ◽

10.2478/cplbu-2014-0024 ◽

2014 ◽

Vol 1 (1) ◽

pp. 111-114

Author(s):

Lal Mohan Baral ◽

Ramzan Muhammad ◽

Claudiu Vasile Kifor ◽

Ioan Bondrea

Keyword(s):

Engineering Students ◽

Science And Technology ◽

Problem Based Learning ◽

Professional Life ◽

System Level ◽

Teaching Tool ◽

Technical Problems ◽

Empirical Survey ◽

Undergraduate Programs

AbstractProblem-based learning as a teaching tool is now used globally in many areas of higher education. It provides an opportunity for students to explore technical problems from a system-level perspective and to be self-directed life-long learner which is mandatory for equipping engineering students with the skill and knowledge. This paper presents a case study illustrating the effectiveness of implemented Problem-based learning (PBL) during five semesters in the undergraduate programs of Textile Engineering in Ahsanullah University of Science and Technology (AUST). An assessment has been done on the basis of feedback from the students as well as their employers by conducting an empirical survey for the evaluation of PBL impact to enhance the student's competencies. The Evaluations indicate that students have achieved remarkable competencies through PBL practices which helped them to be competent in their professional life.

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RELEVANSI PEMBELAJARAN IPA DAN PAI HUMANIS

Edupedia ◽

10.35316/edupedia.v4i1.521 ◽

2019 ◽

Vol 4 (1) ◽

pp. 13-21

Author(s):

Subyanto ◽

Kurniyatul Faizah

Keyword(s):

Social Interaction ◽

Real Life ◽

Problem Based Learning ◽

Role Playing ◽

Natural Sciences ◽

Discovery Learning ◽

Islamic Education ◽

Transfer Of Knowledge ◽

The Real ◽

Team Research

In Natural Sciences (IPA) there are three aspects of learning, they arenatural sciences as product, process, and strengthening attitudes. This natural sciences learning classification found relevance with Islamic education learning in the aspect of fiqh, theseare fiqh as a product and fiqh as a process. The types of humanistlearning arelearning other than as a product, because this learning is not just transfer of knowledge without rationality, so that the lesson is not able to take part in the real life of humanity. In the implementation, humanist learning can be carried out using several scientific approaches such as problem based learning, discovery learning, social interaction, role playing, team research, and other forms that are oriented to students involvementdirectly.

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A Comparative Evaluation on effective perception of Aamottpati Siddhant to 3rd BAMS students by traditional method (tree diagram) versus Audio-Visual method

Journal of Ayurveda and Integrated Medical Sciences (JAIMS) ◽

10.21760/jaims.v1i4.6912 ◽

2017 ◽

Vol 1 (4) ◽

Author(s):

Sundarsingh K. Danga ◽

Shubhangi Danga

Keyword(s):

Significant Role ◽

Traditional Method ◽

Comparative Evaluation ◽

Teaching Method ◽

Visual Method ◽

Tree Diagram ◽

Method Student ◽

Long Term Impact ◽

Factual Recall

Effective teaching plays very significant role in acquiring knowledge with long term impact and remembrance. In teaching process many times we focus on factual recall rather than reasoning skills or understanding something better where learners are not actively involved. In this study students of 3rd phase BAMS were taught Aamottpatti Siddhant by Traditional Method (Tree Diagram) versus Audio-Visual Method. Student were familiar of traditional method of teaching however after introducing audio visual method, interest in lecture was increased in students. Audio visual method can be associated with the traditional type of teaching method. Teaching by Audio visual method is interesting to student as well as teachers.

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How Much Can Computers and Internet Help?

International Journal of Technology and Human Interaction ◽

10.4018/jthi.2011010105 ◽

2011 ◽

Vol 7 (1) ◽

pp. 67-81 ◽

Cited By ~ 11

Author(s):

Chia-Wen Tsai

Keyword(s):

Online Learning ◽

Teaching Method ◽

Problem Based Learning ◽

Vocational Schools ◽

Long Term Effects ◽

Computing Education ◽

Self Regulated Learning ◽

Regulated Learning ◽

Computing Skills

Computing education in Taiwan is ineffective. Most teaching efforts in private vocational schools have been devoted to helping students pass tests through a “spoon-feeding” teaching method. Under such constraints, students may lose their long-term competence in practical terms. In this study, the author conducted a series of quasi-experiments to examine the long-term effects of web-mediated problem-based learning (PBL), self-regulated learning (SRL), and their combinations on students’ computing skills over three years. The author re-examined students’ long-term computing skills three years after the start of the related course. Results reveal that effects of web-mediated PBL, SRL, and their combinations on students’ long-term computing skills are significant. The implications for scholars and teachers engaged in online learning were also discussed.

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Building on Strategic eLearning Initiatives of Hybrid Graduate Education a Case Study Approach: MHEI-ME Erasmus+ Project

Sustainability ◽

10.3390/su13147675 ◽

2021 ◽

Vol 13 (14) ◽

pp. 7675

Author(s):

Radovan Madleňák ◽

Stephen P. D’Alessandro ◽

Agostino Marengo ◽

Jenny Pange ◽

György Iván Neszmélyi

Keyword(s):

Collaborative Learning ◽

Online Community ◽

Flipped Classroom ◽

Teaching Method ◽

Teaching Methodology ◽

Case Study Approach ◽

Study Approach ◽

Strategic Commitment ◽

Self Learning

Online courses are gaining popularity because they provide extensive and varied course material, information, knowledge, and skills, whilst also creating an effective educational online community. This research adopts a case study approach to focus on the teaching method and the manner in which a strategic commitment to eLearning provides scope for the development and implementation of top quality educational online fully accredited programs. Entrepreneurship focuses on developing businesses that add value and create wealth and prosperity in our societies. Therefore, entrepreneurship is a key area of learning for graduate students seeking to set up and operate their own SME organizations. It can serve as a benchmark for the teaching of other graduate subjects that require a sound correlation for the correlation of concepts and theories to the challenging complexities of the real world. The program was developed on the basis of the implementation of a state-of-the-art eLearning platform that allowed for a combination of varied self-learning and collaborative learning elements and activities within a single platform. This enabled students to access the online content material efficiently and effectively. It allows for the development of a program based on the flipped classroom teaching methodology. The underlying concept of the flipped classroom methodology is that effective eLearning should comprise both synchronous and asynchronous learning activities. This combination of self-learning and collaborative learning calls for careful planning by the tutor to ensure that the learning objectives are clearly defined for each activity and that the relevant deliverables are monitored. The content material for each subject course module was designed, developed, produced, and presented by the different project partners in a holistic manner structured to motivate participants to learn. The results of our analysis have shown that students were able to learn, discuss their projects, and cooperate during an online course in an effective and participant-focused manner with their tutors. The feedback given highlights the importance of ongoing communications between students and the tutors who often need to act as mentors to retain student engagement.

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3D Interactive Learning Environment as a Tool for Knowledge Transfer and Retention

Sustainability ◽

10.3390/su13147916 ◽

2021 ◽

Vol 13 (14) ◽

pp. 7916

Author(s):

Martin Krajčovič ◽

Gabriela Gabajová ◽

Marián Matys ◽

Patrik Grznár ◽

Ľuboslav Dulina ◽

...

Keyword(s):

Knowledge Transfer ◽

Learning Environment ◽

Conventional Method ◽

Teaching Method ◽

Training Design ◽

Interactive Learning Environment ◽

Teaching Process ◽

Interactive Training ◽

Transfer And Retention

The article deals with the design of virtual reality (VR) interactive training as a teaching method and its effect on knowledge transfer and retention of students. The first part presents the methodology of the VR interactive training design. The second part utilizes the created interactive training for a case study to evaluate its effect on the teaching process and to examine the potential of VR interactive training as a sustainable teaching method. The study took place at the Department of Industrial Engineering, Faculty of Mechanical Engineering, University of Žilina. Volunteers were divided into two groups. The first group used VR interactive training as a teaching method, while the second group used the conventional method. Both groups then underwent tests. The main goal was to evaluate the effect of the VR interactive training on the teaching process in comparison to the conventional method while trying to identify the key elements of the VR interactive training design and its influence on knowledge transfer and retention in a sustainable learning environment. At the start of the case study, four hypotheses were formed, questioning the effect of interactive training on knowledge transfer and retention in the long and short term, and its overall influence on the teaching process. Obtained data were then used to evaluate these hypotheses.

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Introducing Problem-based Learning to Special Needs Dentistry—A Case Study

Primary Dental Care ◽

10.1308/135576102322547467 ◽

2002 ◽

Vol os9 (1) ◽

pp. 9-13 ◽

Cited By ~ 1

Author(s):

Raman Bedi ◽

Jackie A Champion ◽

Roger Davies

Keyword(s):

Special Needs ◽

Problem Based Learning ◽

Chi Square ◽

Training And Education ◽

Mixed Response ◽

Conventional Teaching ◽

The Subject ◽

Better Than ◽

Made In

Introduction In order to promote training and education in special-needs dentistry an attempt was made to introduce problem-based learning (PBL) as a method of postgraduate dental education. The aim of this paper was to review the principles of PBL and report on a case study using this methodology. Method The case study was of a PBL session, on the subject of ‘problems of obtaining appropriate dental care for people with epilepsy’, undertaken at a national conference. Delegates were asked to complete a pre- and post-session questionnaire on PBL and their attitudes to the session. Results The session received a mixed response. Only 33 (35%) thought the session was valuable and only 20 (31%) thought it was better than conventional teaching methods and yet over half (55%) said they would like to attend more PBL in special-needs dentistry. Professionals complementary to dentistry were more likely to find the PBL session of value and to prefer the method to a more conventional format than dentists were (chi-square=5.5, df=1, p<0.05 and chi-square=5.9, df=1, p<0.05 respectively). Conclusion Valuable feedback was received from delegates. This will enable improvements to be made in future courses so that the effectiveness of PBL can be optimised.

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