scholarly journals Importance of data acquisition in problem based learning

2015 ◽  
Vol 3 ◽  
pp. 155
Author(s):  
Valdis Priedols ◽  
Armands Grickus
Keyword(s):  
Learning Environment ◽  
Data Acquisition ◽  
Learning Outcomes ◽  
Computer Simulations ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Problem Based Learning ◽  
Learning Methods ◽  
Learning And Teaching ◽  
Use Of Data

This research paper demonstrates untraditional learning and teaching method that is developed from combination of experimentation, usage of computer simulations and problem based learning. Taking all previously mentioned methods together there can be created very successful learning environment which provides students to master electromagnetism more effectively. Research focuses on proper use of data acquisition modules and computer simulations in PBL teaching method. Based on the results of the research experimental PBL in various cases provides better learning outcomes, but there are also a few occasions where the results aren’t so pleasing. Overall PBL provides results that are at least as promising as results of other teaching and learning methods. Therefore this method will be utilized in Liepaja University to teach physics, especially electromagnetism.

scholarly journals PENERAPAN METODE PEMBELAJARAN STUDENT FACILITATOR AND EXPLAINING BERBASIS PETA KONSEP UNTUK MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR SISWA

2014 ◽  
Vol 2 (2) ◽  
pp. 94
Author(s):  
Masjudin Masjudin ◽  
Ni Ketut Resna Arini
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Concept Maps ◽  
Teaching Method ◽  
Student Learning Outcomes ◽  
Learning Activities ◽  
Learning Activity ◽  
Average Score ◽  
Learning Methods

Students' learning activity and achievement are very low. This is because the teaching method used by the teacher is always monotonous and boring. Therefore, the purpose of this study is to describe the steps of learning methods Student Facilitator and Explaining-based Concept Map in order to improve the activity and learning outcomes of students of grade VII B SMPN 1 Jonggat on the subject matter of square. This research is a classroom action research consisting of two cycles containing planning, implementation, observation and reflection phase. Subjects of this study amounted to 28 students. The research instrument used is the learning achievement test given at the end of each cycle, the observation guideline to get a direct description of the learning activities through the application of learning methods of student facilitator and explaining based on concept maps, as well as interview guidelines to strengthen the research results obtained. The data obtained were analyzed using learning mastery. Indicators of this study is an increase in the average score of student learning outcomes and student learning activities. The results showed an increase in the average score of student learning outcomes in the first cycle of 79.29 with classical completeness 85.71% increased in cycle II to 88.08 with 92.86 classical completeness. The average score of student learning activity in cycle I was 16.48 (active category) increased in cycle II to 18,11 (active category). We conclude that by applying the steps of student learning methods facilitator and explaining based on concept maps in teaching and learning process can improve student activity and learning outcomes

Offline vs online problem-based learning: a case study of student engagement and learning outcomes

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Hans Kristianto ◽  
Linda Gandajaya
Keyword(s):  
Student Engagement ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Design Methodology ◽  
Problem Based Learning ◽  
Student Learning Outcomes ◽  
Content Type ◽  
Significant Difference ◽  
Health Related

Purpose Furthermore, the purpose of this study is to compare the student engagement and the learning outcomes in offline and online PBL in the aforementioned course. The COVID-19 pandemic has caused disruption in various sectors, including education. Since it was first announced in mid-March 2020 in Indonesia, teaching and learning activities have been carried out online. In this study, a comparison of the offline (Spring 2019, prior to the pandemic) and online (Spring 2021, during the pandemic) problem-based learning (PBL) method in the sustainable chemical industry course is investigated. Design/methodology/approach A quantitative analysis was conducted by measuring the students’ engagement, course-learning outcomes (CLOs) and student learning outcomes (SLOs). Difference tests of engagement score, CLOs and SLOs were investigated by using the t-test or Mann–Whitney U-test. Furthermore, the perceived students’ stressors were measured. Findings It is found that the students’ engagement in offline and online PBL gives similar scores with no significant difference. This is possible because of the PBL structure that demands students to be actively engaged in gaining knowledge, collaboratively working in teams and interacting with other students and lecturers. Although similarly engaged, the CLOs and SLOs of online PBL are significantly lower than offline PBL, except for SLO related to oral and written communication skills and affective aspect. The decrease in CLOs and SLOs could be influenced by students’ academic, psychological and health-related stressors during the COVID-19 pandemic time. Originality/value This study provides a recommendation to apply online PBL during the COVID-19 pandemic time and beyond, although some efforts to improve CLOs and SLOs are needed.

Developing teaching and learning methods to innovate the Italian context of Higher Education. The case of University of Padua

2016 ◽  
pp. 53-70
Author(s):  
Monica Fedeli ◽  
Anna Serbati ◽  
Edward W. Taylor
Keyword(s):  
Higher Education ◽  
Faculty Development ◽  
Social Constructivism ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Theoretical Framework ◽  
Learning Methods ◽  
Learning And Teaching ◽  
Academic Center ◽  
The University

This article looks at theories and practices related to faculty development and innovation in teaching and learning methods in Higher Education, in order to respond to the European 2020 Strategy, in which the High level group on the modernisation of higher education has been established, whose aim focuses on improving the quality of teaching and learning in Europe's higher education institutions (2013). The paper is framed within the context of the project PRODID (Preparazione alla professionalitŕ docente e innovazione didattica), funded by the University of Padova, Italy with the major goal of creating a permanent and effective academic center for research on learning and teaching and faculty development. The theoretical framework of PRODID is informed by constructivism and social constructivism, and the student centered approach, encouraging student-teacher partnerships as a dimension for faculty development and teaching and learning innovations. The University of Helsinki and Michigan State University are mentioned as relevant examples of organizational settings integrated in higher education institutions that offer a great variety of practices consistent with the chosen theoretical framework. They also offer the Italian program of University of Padova models for critical reflection in how their teaching strategies can be created and developed on the basis of this international experience. The final discussion aims to highlight the strategies adopted during the first year of the project, characterized by the Italian culture and revealing new insights and ideas to create an Italian model of teaching and learning center.

The Intersection of Theory, Tools and Tasks in a Postgraduate Learning Environment

2009 ◽  
pp. 319-333
Author(s):  
Michal Zellermayer ◽  
Nili Mor ◽  
Ida Heilweil
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Virtual Communities ◽  
Cultural Theory ◽  
Veteran Teachers ◽  
School Cultures ◽  
Theoretical Concepts ◽  
Learning And Teaching ◽  
Ict Tools

This chapter describes the learning environment that the authors created for veteran teachers, graduate students in Teaching and Learning who are interested in developing professionally as designers and moderators of Information Communication Technology (ICT) learning environments. It is based on the assumption that learners construct knowledge and understanding when they are an integral part of the learning environment, when they are members of local and global communities where learning is conceived as acquiring the necessary skills for participation through participation. The program is structured as three concentric circles in terms of ICT use. In the first, the teachers learn about constructivism and socio-cultural theory while they collaboratively investigate their own school cultures with the support of ICT tools. In the second, they expand their acquaintance with ICT tools and learning environments and further develop their skills for learning and teaching in such environments. In the third, they design and moderate E-Learning environments, document them and reflect on the process. This chapter describes the activities and tasks in each of these circles with illustrations of how the students respond to these tasks both as learners who interpret and evaluate information and theoretical concepts and as teachers of relevant virtual communities who reflect on their practice.

Cloud Computing Enabled Virtual Learning Environment

2013 ◽  
Vol 4 (3) ◽  
pp. 52-65
Author(s):  
Rabindra Ku Jena
Keyword(s):  
Cloud Computing ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Cost Effective ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Technological Advancement ◽  
Learning And Teaching ◽  
Information And Communication ◽  
E Learning

Recent advances in Information and Communication Technology (ICT) provide an opportunity to build a self growing and sharing virtual environment for teaching and learning. Cloud computing is one of the latest technological advancement in ICT domain. Cloud computing technologies have changed the way applications are developed and accessed. A Virtual Learning Environment (VLE) is a system for delivering learning materials to students via the web. Cloud computing is provides one of the most emerging cost effective solution for virtual learning and teaching environment. This paper discusses how cloud computing has been contributing to virtual learning environment and an overview of the current state of the structure of Cloud Computing based e-learning is discussed. The readers will also find a brief overview of cloud computing and the different efficient cloud based virtual learning models. Towards the end different offers from different cloud vendors are discussed.

Technology in problem-based learning: helpful or hindrance?

2019 ◽  
Vol 36 (1) ◽  
pp. 66-76 ◽  
Author(s):  
Sherry Fukuzawa ◽  
Joel Cahn
Keyword(s):  
Active Learning ◽  
Learning Environment ◽  
Student Motivation ◽  
Teaching Method ◽  
Problem Based Learning ◽  
Discussion Board ◽  
Content Type ◽  
Human Osteology ◽  
High Motivation ◽  
Time Projection

Purpose The purpose of this paper is to examine the relationship between student motivation and technology in the implementation of problem-based learning (PBL) in a technologically enhanced active learning classroom (ALC). Design/methodology/approach PBL was implemented in an undergraduate course in human osteology (n=49) at a large Canadian University. Numerous activities using the ALC technology were conducted to engage students in self-directed active learning. Students wrote critical self-reflections at the beginning of the course and with each PBL report. They completed a survey at the end of the course using a Likert scale that included written comments on their motivation toward different uses of technology. Findings Students generally had high motivation toward PBL at the end of the course. Their evaluation of the technology to support PBL was dependent on the activity. Students (88 percent) appreciated the use of an overhead camera to visualize anatomical elements, and short problem-solving exercises using the whiteboard but they negatively evaluated the real-time projection of PBL sessions through a discussion board (52 percent). Almost half of the class (43 percent) felt that technology was a hindrance to their learning process in PBL. Originality/value This study demonstrates the complex relationship between student motivation toward active learning, the learning environment, and technology. Instructors and students influence the learning environment through their conceptions of effective teaching. According to this framework, technology should be implemented not only according to the teaching method, but consider teaching conceptions and the learning environment.

Learning Based on ‘Entrepreneurial Volunteering’

2011 ◽  
Vol 25 (6) ◽  
pp. 461-467 ◽  
Author(s):  
Julia Clarke ◽  
Sarah Underwood
Keyword(s):  
Social Responsibility ◽  
Knowledge Base ◽  
Learning Outcomes ◽  
Business School ◽  
Problem Based Learning ◽  
Disciplinary Knowledge ◽  
Learning And Teaching ◽  
Enterprise Education ◽  
Stages Of Learning

This article presents a case study of how a business school has developed enterprise education to incorporate ethics and social responsibility. The authors describe the process of developing volunteering opportunities and embedding them in the curriculum, and outline the underlying pedagogy. They describe how existing approaches to project-based and problem-based learning may be applied to the different stages of learning and teaching development in enterprise, ethics and volunteering education. Finally, they offer their own adaptation of these frameworks to create an entrepreneurial volunteering-based learning, whereby student volunteering opportunities are embedded into enterprise education with a clear disciplinary knowledge base and explicit and assessed learning outcomes in both skills and knowledge.

scholarly journals LECTURER’S PERCEPTION ON THE IMPLEMENTATION OF PROBLEM-BASED LEARNING (PBL) APPROACH IN TEACHING AND LEARNING

2021 ◽  
Vol 6 (42) ◽  
pp. 492-507
Author(s):  
Nurazwa Ahmad ◽  
Noor Aslinda Abu Seman ◽  
Mohamad Ali Selimin ◽  
Juliana Abdul Halip ◽  
Wan Nurul Karimah Wan Ahmad
Keyword(s):  
Learning Outcomes ◽  
Quantitative Study ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Problem Based Learning ◽  
Survey Questionnaire ◽  
Student Centered ◽  
Active Approach ◽  
Higher Institution ◽  
Real World Problems

Problem-based learning (PBL) was known as the student-centered pedagogy where it involves the student to experience solving complex real-world problems and the teacher acts as a facilitator in crafting trigger materials to promote the learning concepts. This study aims to investigate and identify the level of usefulness and challenges as well as the level of student achievement through the perception of academic staff’ on the implementation of PBL in classrooms in Malaysia. A quantitative study was conducted, and the data was collected through a survey questionnaire on 98 lecturers all over Malaysia. The findings from the analysis indicate that lectures in Malaysia have a high perception of PBL implementation in the classroom. Overall, the findings enhance the understanding of higher institution lecturers’ perception of PBL in terms of the usefulness of PBL as one dynamic and active approach that transforms dramatically the routine lecture-based learning. Findings also suggest that sufficient training to learners is required in implementing PBL effectively, thus indirectly facilitate the focus of students that lead to the achievement of course learning outcomes.

scholarly journals MODEL PROBLEM BASED LEARNING DAN MOTIVASI TERHADAP PENINGKATAN HASIL BELAJAR BIOLOGI PESERTA DIDIK

BIOLOVA ◽  
2021 ◽  
Vol 2 (2) ◽  
pp. 95-102
Author(s):  
Hudaya Indra Bakti ◽  
Handoko Santoso
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Teaching And Learning ◽  
Model Problem ◽  
Problem Based Learning ◽  
Learning Model ◽  
Learning Activities ◽  
Two Factors ◽  
The Right ◽  
Pbl Model

Abstrak : Keberhasilan suatu proses belajar mengajar dipengaruhi oleh berbagai faktor. Dalam penelitian ini terdapat dua faktor yang mendominasi yaitu model pembelajaran dan motivasi yang dimiliki siswa saat belajar. Dengan menerapkan model pembelajaran yang tepat akan membuat kegiatan belajar mengajar lebih menarik sehingga menarik rasa ingin tahu siswa untuk belajar. Rasa ingin tahu merupakan motivasi alami yang dimiliki oleh siswa, sehingga mereka tertarik untuk mengikuti proses pembelajaran. Dalam penelitian ini model yang akan digunakan adalah Problem Based Learning atau dikenal dengan Problem Based Learning (PBL). Model pembelajaran ini berorientasi pada siswa, dimana guru akan memberikan objek permasalahan yang berkaitan dengan materi dan siswa akan diminta untuk menganalisis penyelesaian masalah tersebut dengan menggali berbagai informasi baik dari buku, internet ataupun hasil siswa. Sedangkan guru hanya berperan sebagai fasilitator dan mengarahkan siswa. Tujuan dari artikel review ini adalah (1) untuk mengkaji model Problem Based Learning (2) mempelajari hasil belajar (3) untuk mengkaji model Problem Based Learning dalam meningkatkan hasil belajar. Abstract: The success of a teaching and learning process is influenced by various factors. In this study, there are two factors that dominate, namely the learning model and the motivation that students have when learning. By applying the right learning model, it will make teaching and learning activities more interesting so that it attracts students' curiosity to learn. Curiosity is a natural motivation possessed by students, so they are interested in participating in the learning process. In this study, the model to be used is Problem Based Learning or known as Problem Based Learning (PBL). This learning model is oriented towards students, where the teacher will provide an object of problems related to the material and students will be asked to analyze the resolution of the problem by exploring a variety of information both from books, the internet or students' results. Whereas the teacher only acts as a facilitator and directs students. The purpose of this review article is (1) to examine the Problem Based Learning model (2) to study the learning outcomes (3) to examine the Problem Based Learning model in improving learning outcomes.

scholarly journals Mobile-Based Learning to Increase The Motivation of Learning Students of State Vocational School 2 Gorontalo

2021 ◽  
Vol 4 (3) ◽  
pp. 361-367
Author(s):  
Syaifuddin Lily ◽  
Hamka Witri Kamase
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Learning System ◽  
Learning Activities ◽  
Motivation To Learn ◽  
Ministry Of Education ◽  
Learning And Teaching ◽  
Face To Face ◽  
School Activities ◽  
Lesson Content

Learning System in Indonesia is carried out with a face-to-face system, teaching and learning activities are carried out in schools in one room. The widespread pandemic of the covid 19 virus made the Ministry of Education and Culture take a policy to conduct online school activities to prevent the transmission of the disease virus. Online learning does not all have to be done using Zoom or similar applications. It is also necessary that applications that schools can manage and uniformize their use so that teachers can quickly fill out materials and tasks. The learning system carried out in SMK Negeri 2 Gorontalo is considered less effective, affecting learning outcomes. The application created is an application that can help the learning and teaching process in SMK Negeri 2 Gorontalo. Learning media is expected to help facilitate the absorption of the material and the delivery of lesson content to increase students' motivation to learn and understand it anywhere and anytime. The method used is the Research and Development method. As a research method used to produce a particular product and test the effectiveness of the product where the object of research in the study is a Student at SmK Negeri 2 Gorontalo. The purpose of the study is to help increase students' learning motivation in times of pandemics.

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