scholarly journals Problem-based Learning in an Online Course: A case study

2006 ◽  
Vol 6 (3) ◽  
Author(s):  
James D. Cheaney ◽  
Thomas Ingebritsen
Keyword(s):  
Student Performance ◽  
Genetic Diseases ◽  
Problem Based Learning ◽  
Factual Knowledge ◽  
Online Environment ◽  
Student Groups ◽  
Face To Face ◽  
Real World Problem ◽  
Case Based Learning ◽  
Student Reactions

<P>Problem-based learning (PBL) is the use of a “real world” problem or situation as a context for learning. The present study explores the use of PBL in an online biotechnology course. In the PBL unit, student groups dealt with the ethical, legal, social, and human issues surrounding pre-symptomatic DNA testing for a genetic disease. Issues concerning implementation of PBL in the online environment are discussed, as are differences between online PBL and face-to-face PBL. This study provides evidence to suggest that PBL stimulates higher-order learning in students. However, student performance on a lower-level exam testing acquisition of factual knowledge was slightly lower for PBL students than for students who learned the same material through a traditional lecture-based approach. Possible reasons for this lower level of performance are explored. Student reactions and feedback to the PBL format yield more insight into issues surrounding the implementation of PBL in the online environment.</P> <P><STRONG>Keywords:</STRONG> problem-based learning, case-based learning, distance education, cooperative learning, genetic diseases, genetic testing, instructional design</P>

scholarly journals Online learning for university students on the autism spectrum: A systematic review and questionnaire study

2019 ◽  
Vol 35 (6) ◽  
pp. 111-131
Author(s):  
Dawn Adams ◽  
Kate Simpson ◽  
Lynda Davies ◽  
Chris Campbell ◽  
Libby Macdonald
Keyword(s):  
Systematic Review ◽  
Course Design ◽  
Learning Experience ◽  
Mode Of Delivery ◽  
Autism Spectrum ◽  
Online Environment ◽  
Online Delivery ◽  
Student Groups ◽  
Face To Face ◽  
Design Factors

Online course delivery is increasingly being used by universities to deliver accessible and flexible learning environments. As this mode of delivery grows it is important to consider the equity of the learning experience for all students. As online delivery may reduce challenges and stressors present in face-to-face delivery, it could be suggested that it may promote student learning for specific student groups, including those with a diagnosis on the autism spectrum. However, little is known about the experience of learning online for students on the autism spectrum. This paper presents findings from two studies: A systematic review of the literature and a survey of students on the autism spectrum studying online. From the systematic literature review, only four previous studies were identified reporting on this topic. Findings from two studies identified that the online environment provided both facilitators and barriers to the learning experience for students on the autism spectrum. Although the online environment provided flexibility for learning, how design factors are employed in online delivery may unintentionally create barriers to the learning experience for students on the spectrum. An outcome from this study has been the creation of a suite of resources to assist with course design and delivery.

Transitioning to Blended Learning: Understanding Student and Faculty Perceptions

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Nanette P. Napier ◽  
Sonal Dekhane ◽  
Stella Smith
Keyword(s):  
Blended Learning ◽  
Student Performance ◽  
Liberal Arts ◽  
Faculty Perceptions ◽  
Liberal Arts College ◽  
Final Exam ◽  
Face To Face ◽  
Faculty Teaching ◽  
Face To Face Instruction ◽  
The Impact

This paper describes the conversion of an introductory computing course to the blended learning model at a small, public liberal arts college. Blended learning significantly reduces face-to-face instruction by incorporating rich, online learning experiences. To assess the impact of blended learning on students, survey data was collected at the midpoint and end of semester, and student performance on the final exam was compared in traditional and blended learning sections. To capture faculty perspectives on teaching blended learning courses, written reflections and discussions from faculty teaching blended learning sections were analyzed. Results indicate that student performance in the traditional and blended learning sections of the course were comparable and that students reported high levels of interaction with their instructor. Faculty teaching the course share insights on transitioning to the blended learning format.

scholarly journals E-Classroom Interactional Competencies: Mediating and Assisting Language Learning During Synchronous Online Lessons

RELC Journal ◽  
2021 ◽  
pp. 003368822098527
Author(s):  
Benjamin Luke Moorhouse ◽  
Yanna Li ◽  
Steve Walsh
Keyword(s):  
Language Learning ◽  
Online Teaching ◽  
English Language ◽  
Teacher Educators ◽  
Language Teachers ◽  
Online Environment ◽  
Management Competencies ◽  
Face To Face ◽  
English Language Teachers ◽  
Synchronous Online

Interaction is seen by many English language teachers and scholars as an essential part of face-to-face English language classrooms. Teachers require specific competencies to effectively use interaction as a tool for mediating and assisting learning. These can be referred to as classroom interactional competence (CIC). However, the situation created by the ongoing global COVID-19 pandemic which began in early 2020, and the recent advancement in technologies have led to teachers conducting synchronous online lessons through video-conferencing software. The online environment is distinctly different from the face-to-face classroom and teachers require new and additional skills to effectively utilise interaction online in real time. This exploratory study used an online mixed-method survey of 75 university level English language teachers who had engaged in synchronous online teaching due to COVID-19, to explore the competencies that teachers need to use interaction as a tool to mediate and assist language learning in synchronous online lessons. Teachers were found to require three competencies, in addition to their CIC – technological competencies, online environment management competencies, and online teacher interactional competencies – which together constitute e-CIC. The findings provide greater insights into the needs of teachers required to teach synchronously online and will be of interest to teachers and teacher educators.

Introducing Problem- Based Learning as an Effective Learning Tool to Medical Students: An Approach in Bangladesh

2021 ◽  
Vol 12 (1) ◽  
pp. 22-31
Author(s):  
Fatiha Tasmin Jeenia ◽  
Afroza Hoque ◽  
Mehrunnissa Khanom ◽  
Selim Md Jahangir ◽  
Rozina Hoque ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Student Performance ◽  
Odds Ratio ◽  
Strong Association ◽  
Problem Based Learning ◽  
Group Versus ◽  
Female Students ◽  
Traditional Curriculum ◽  
Teaching Learning

Background: Bangladesh, A country with scintillating beauty of nature burdened with a dense population. Along with infectious diseases, tropical diseases are also prevalent here with a higher trend of non- communicable diseases as a result of industrialization. Practicing and prescribing as a doctor is a quite challenging profession here particularly when to deal with vast rural populations in a low resource facility. Medical education system is well developed in Bangladesh which follows traditional curriculum of teaching learning. Students are not accustomed with problem-based learning as it does not exist in curriculum. In order to confront with diverse disease pattern and overloaded population in this arduous backdrop of Bangladesh, problem- based learning can be a very effective tool for preparing medical students as an efficient, self- directed and insightful prescriber. This study was a primary step to introduce problem- based learning (PBL) to medical students of Bangladesh to evaluate the effectiveness of PBL in context of Bangladesh. Methods: Around 117 students of 4th year from 6 different medical colleges were randomly assigned for this study. Among them, half of the students attended PBL session for three days on a topic of Pharmacology and other students participated traditional lecture class. Following classes, odds ratio of performance was determined. MCQ, SAQ and total scores of assessment were compared. Comparison of scores was also done between male and female students of PBL group. Results: PBL students performed better than the LBL students. Odds ratio of their assessment performance was 252.08; with 95% confidence interval and lower range 53.89 and upper range 1179.28. The odds ratio showed strong association between PBL and student performance in Bangladesh context. Mean of total score was 30.7 ± 4.3 in PBL group and 17.2 ± 4.8 in LBL group. Total score was significantly higher (p= 0.000) in PBL group. Mean SAQ score in PBL and LBL group was 17.2 ± 2.2 and 5.3 ± 1.9 respectively which was extremely significant (p= 0.000). MCQ score mean was 13.4 ± 3.4 in PBL group versus 11.8 ± 3.7 in LBL group which was significantly higher in PBL group (p= 0.02). Among PBL group, total score and SAQ score was significantly higher in female students over male students. Conclusion: Significant findings of this study revealed PBL as an effective tool in Bangladesh context. Thereby, it is recommended from this study to take approaches for further study and initiative to incorporate PBL in curriculum as well. Bangladesh Journal of Medical Education Vol.12(1) 2021: 22-31

scholarly journals Online or not? A comparison of students’ experiences of an online and an on-campus class

Curationis ◽  
2013 ◽  
Vol 36 (1) ◽  
Author(s):  
Tennyson Mgutshini
Keyword(s):  
Student Satisfaction ◽  
Student Performance ◽  
Learning Experience ◽  
Cross Sectional Study ◽  
Measurement Tool ◽  
Online Students ◽  
Cross Sectional ◽  
Student Centered ◽  
Face To Face ◽  
Multiple Data

Educational discourse has long portrayed online, or e-based, learning and all non-campus-based learning options as second best to traditional face-to-face options. Critically much of the research and debate in this area of study has focused on evidence relating to student performance, attrition and retention with little consideration of the total learning experience, which values both the traditional learning outcome measures side-by-side with student-centered factors, such as students’ satisfaction with their learning experience. The objective of this study was to present a synchronous head-to-head comparison between online and campus-based students’ experiences of an undergraduate course. This paper reports on a qualitative comparative cross-sectional study, which used multiple data collection approaches to assess student learning and student satisfaction of 61 students who completed a semester of an undergraduate course. Of the 61 students, 34 were enrolled purely as online students, whilst the remaining 27 students studied the same material entirely through the traditional face-to-face medium. Methods included a standardised student satisfaction survey and an ‘achievement of learning outcomes’ measurement tool. Students on the online cohort performed better in areas where ‘self-direction’ in learning was indicated, for example self-directed problem-based tasks within the course. Online students gave less positive self-assessments of their perceived content mastery than their campus-based counterparts, despite performing just as well in both summative and formative assignments. A multi-factorial comparison shows online students to have comparable educational success and that, in terms of student satisfaction, online learners reported more satisfaction with their learning experience than their campus-based counterparts.

scholarly journals Direct Problem-Based Learning (DPBL): A Framework for Integrating Direct Instruction and Problem-Based Learning Approach

2017 ◽  
Vol 11 (1) ◽  
pp. 119 ◽  
Author(s):  
Sri Winarno ◽  
Kalaiarasi Sonai Muthu ◽  
Lew Sook Ling
Keyword(s):  
Direct Instruction ◽  
Direct Problem ◽  
Creative Thinking ◽  
Problem Based Learning ◽  
Knowledge Score ◽  
Thinking Skills ◽  
Face To Face ◽  
Quasi Experimental ◽  
Teamwork Skills ◽  
Instruction Approach

Direct instruction approach has been widely used in higher education. Many studies revealed that direct instruction improved students’ knowledge. The characteristics of direct instruction include the subject delivered through face-to-face interaction with the lecturers and materials that sequenced deliberately and taught explicitly. However, direct instruction resulted in low creative thinking and teamwork skills among students. Therefore, problem-based learning activities were adapted to reform and create an innovation of a direct instruction approach in developing the new situation.Objective: This study aimed at exploring lecturers’ and students’ perspectives towards Direct Problem-Based Learning (DPBL) activities as a new approach for activities in the classroom.Design: A quasi-experimental design was used.Participants: Third-year students (N = 276) who signed up for Computer Networks subject from Dian Nuswantoro University, Indonesia and five lecturers were involved.Findings and Results: Learning outcomes were significantly positively (Sig. p=.00). Creative thinking skills score increased 8.4%, Teamwork skills score increased 11.5%, and knowledge score increased 25.9% of DPBL approach. The majority of students have difficulties in the direct instruction approach 4.71(.472). Whereas, 1.99(.655) students have low difficulty in DPBL approach. Expert participants agreed that DPBL approach can enhance creative thinking and teamwork skills  4.70(.50).

scholarly journals Metode Jaringan Syaraf Tiruan Untuk Prediksi Performa Mahasiswa Pada Pembelajaran Berbasis Problem Based Learning (PBL)

2016 ◽  
Vol 6 (1) ◽  
pp. 46 ◽  
Author(s):  
Badieah Badieah ◽  
Rachmat Gernowo ◽  
Bayu Surarso
Keyword(s):  
Student Performance ◽  
Problem Based Learning ◽  
Academic Quality ◽  
Evaluation Team ◽  
Knowledge Variable ◽  
Group Heterogeneity ◽  
Academic Information ◽  
Artificial Neural Network Ann ◽  
Quality In Higher Education ◽  
Hidden Neurons

In order to improve academic quality in higher education, students’ performance evaluation is becoming important. To prevent increasing failure rate in the course, we need a system that is capable of predicting student’s performance in the end of the course. The research used several factors that are considered to affect students' performance on Problem Based Learning (PBL), such as students’ demography, students’ prior knowledge and group heterogeneity.  The method used in the study was Artificial Neural Network (ANN) with backpropagation training algorithm. Total 8 neurons were used as inputs for ANN which were obtained from gender variable (2 neurons), age variable (1 neuron), students’ average knowledge variable (1 neuron), students’ average skill variable (1 neuron) and group heterogeneity variable (3 neurons). Several different ANN architecture were tested in the study using 2, 7 and 12 hidden neurons respectively. Each architecture was trained using various different training parameters in order to find the best ANN architecture. Dataset used  in the research were obtained from Academic Information System in Faculty of Dentistry Unissula which contained Adult and Elderly Diseases Course’s participants from year 2009 to 2013. The ANN output were numeric values which represented students’ performance in Adult and Elderly Diseases Course. The output of this study is a system that is able to predict the student performance in block course. The result shows that using 7 hidden neurons in the network combining with 0.5 ,0.1 and  9000 for learning rate, momentum and epoch respectively, were the best ANN architechture and parameters in the study. The MSE obtained from validation test was 0,011926 with correlation coefficient (R) 0,796879. The prediction system are expected to help faculty and academic evaluation team to conduct actions to improve student’s academic performance and prevent them from failure in the course. 

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