scholarly journals The Effectiveness of PBL Problems from Students and Tutors Perspectives

2017 ◽  
Vol 6 (1) ◽  
pp. 31
Author(s):  
Savitri Shitarukmi ◽  
Siti Rokhmah Projosasmito ◽  
Herma Roebertsen
Keyword(s):  
Continuous Monitoring ◽  
Response Rate ◽  
Monitoring And Evaluation ◽  
Learning Objectives ◽  
Evaluation Tool ◽  
Self Directed Learning ◽  
Constructive Learning ◽  
Starting Point ◽  
Directed Learning

Background: PBL problems are used as a starting point to students in attaining learning objectives. Students are expected to discuss the problems according the principles of collaborative learning, constructive learning, contextual learning, and self-directed learning. A continuous monitoring, evaluating, and improving the PBL problems should be done systematically. Nevertheless, the problems are lacking monitoring and evaluation. The aim of this study is to evaluate the effectiveness of PBL problem by providing an evaluation tool. The evaluation involved students and tutors.Method: A survey by using questionnaire based on six factors of an effective PBL problem was conducted to obtain students and tutors perception towards the effectiveness of 6 PBL problems used in tutorial session. The questionnaire for each scenario distributed to four randomly selected group tutorials (total samples per scenario is 40 students and four tutors). The perceptions were then analysed by using descriptive statistic. Four open ended questions included in the questionnaire were used to get better understanding and explanation of quantitative result.Results: A total of 198 (82.5% response rate) students and 23 (95% response rate) tutors filled the questionnaire. Students and tutors gave their score for the overall quality of each PBL problems. Some differences among students and tutors in rating the overall quality on each problem were found. The strength and the weakness of each problem were also obtained from students’ and tutors’ rate for the six factors in the questionnaire. Each group of participants had their own concern regarding the most important factor for an effective PBL problem.Conclusion: The result of this evaluation could reflect the effectiveness of PBL problems in achieving students’ learning objectives from different viewpoints: students and tutors. This valuable information can be used by problem designers and their institutions to monitor and improve the quality of PBL problems continuously. 

scholarly journals Rembug Pelayanan Publik (RPM) Sebagai Aktualisasi Pelayanan Publik Berlandaskan Demokrasi Pancasila

2016 ◽  
Vol 12 (2) ◽  
pp. 284
Author(s):  
Nuriyanto Nuriyanto
Keyword(s):  
Public Service ◽  
Public Services ◽  
Monitoring And Evaluation ◽  
The Public ◽  
Services Delivery ◽  
Starting Point ◽  
Public Bureaucracy ◽  
Human Quality ◽  
Set Up

Dynamic development of society, they want the public bureaucracy to be able  to provide the public services more professional, effective, simple, transparent, open, timely, responsive and adaptive. With excellent public service, to build a human quality in the sense  of  increasing  the  capacity  of  individuals  and  communities  to determine actively its own future. Actualization of democratic precepts in the public services delivery in Indonesia starting point on the importance of community participation ranging from formulating criteria for the services, how the delivery   of the services, arranging each engagement, public complaints mechanism set up   by the monitoring and evaluation of the implementation of the public services in order to co-together build a commitment to create quality of the public services. It’s all been contained in the Law 25 of 2009 on Public Services, certainly it has been based on the precepts of the democracy of Pancasila. Rembug of the public services as an actualization of the public services based on the democracy of Pancasila.

scholarly journals Understanding Barriers to Student Success: What Students Have to Say

2017 ◽  
Author(s):  
Elizabeth Kuley ◽  
Sean Maw ◽  
Terry Fonstad
Keyword(s):  
Student Success ◽  
Student Perceptions ◽  
Undergraduate Students ◽  
Engineering Students ◽  
First Year ◽  
Self Directed Learning ◽  
Directed Learning ◽  
College Of Engineering ◽  
The University

This paper focuses on feedback received from a set of qualitative questions that were administered to undergraduate students in the College of Engineering at the University of Saskatchewan, as part of a larger mixed methods study. The larger study aims to identify what characteristics, if any, can predict or are related to student success; The “start-stop-continue” method was utilized to assess student perceptions about  their success in the college as a whole. The students were asked: Are there any specific things that you can think of that act/acted as barriers to your success in engineering (stop)? What could the college do/change to make first year more successful for engineering students (start)? Is there anything in your engineering degree so far that you feel is done well and helps students succeed (continue)? Students identified the quality of instruction early in their program as well as adjustment to college workloads and self-directed learning as the most significant barriers tostudent success.

Semiotics Consultants (Pvt.) Limited: Framing the Collaborative Education Project

2019 ◽  
pp. 097282011984523
Author(s):  
Ehsan ul Haque ◽  
Suwaibah Mansoor
Keyword(s):  
Monitoring And Evaluation ◽  
Evaluation Tool ◽  
Framework Analysis ◽  
Original Design ◽  
Team Members ◽  
Education Project ◽  
Project Outcomes ◽  
Starting Point ◽  
Collaborative Education ◽  
And Performance

Ajmal Baig, CEO of Semiotics Consultants, a development consulting firm based in Islamabad, Pakistan is in the midst of heated debates with his team members on the evolution and performance of their currently ongoing project on education in the province of Punjab. The project, ‘Collaborative Education Project (CEP)’, is an GDA funded project for which a grant of Euro 10 million was allocated. The project was launched in 2003 and is now in its mid-term stages. During the life of the project, its Logical Framework Analysis (LFA) has been revised four times in the light of feedback from stakeholders and experience on the ground. The project team at Semiotics is reviewing and debating this journey. A robust and well thought out LFA is the starting point for any good program design and it also serves as its monitoring and evaluation tool. However, learning organisations expect that changes will be made based on ground realities and changing circumstances leading to revisions in the LFA. The key question is how much deviation from the original design is kosher. Too little and too much flexibility both have the potential to adversely impact the project outcomes.

The Socratic Way and Adult Learning

2019 ◽  
pp. 110-123
Author(s):  
Frank G. Giuseffi
Keyword(s):  
Adult Learners ◽  
Adult Learning ◽  
Sense Of Self ◽  
Educational Experiences ◽  
Learning Experiences ◽  
Learning Objectives ◽  
Strong Sense ◽  
Socratic Method ◽  
Self Directed Learning ◽  
Directed Learning

Adult learning experiences seem to be influenced by the activity of self-direction on the part of their learners. Adult learners come to educational encounters motivated and possessing a strong sense of self and learning objectives. However, other educational experiences require teachers of adults to assist in the development of self-directed learning (SDL) in their learners. This chapter explores the possibility of how Leonard Nelson's theories concerning the Socratic method can initiate the possibility of SDL (self-teaching) in adult learners.

Quality assurance, reporting, and normal ranges

2020 ◽  
pp. 791-834
Keyword(s):  
Quality Assurance ◽  
Continuous Monitoring ◽  
Monitoring And Evaluation ◽  
Standard Approach ◽  
Normal Ranges ◽  
Echocardiography Laboratory

As discussed in this chapter, any echocardiography laboratory should have a quality assurance (QA) system in place. This allows for continuous monitoring and evaluation of the quality of echocardiographic studies and of the unit’s functioning. The chapter also gives an overview of accreditation and how to adopt a standard approach to reporting. It then gives the normal ranges for all aspects of the heart that are examined in echocardiography.

scholarly journals Implementation of a self-directed learning module for undergraduate medical students in biochemistry: sharing of an experience

2020 ◽  
Vol 7 (2) ◽  
pp. 361
Author(s):  
Poonam Agrawal ◽  
Niket Verma
Keyword(s):  
Medical Students ◽  
Learning Outcome ◽  
Learning Objectives ◽  
Learning Needs ◽  
Undergraduate Medical Students ◽  
Self Directed Learning ◽  
Personal Learning ◽  
Learning Module ◽  
Directed Learning

Self-directed learning SDL is a process where learners take the initiative for their own learning, become sensitive to personal learning needs, formulate the learning objectives, search for the resources and use them judiciously and finally evaluate the learning outcome.

scholarly journals DOES REFLECTIVE PRACTICE AND PERSONALISED FEEDBACK FOSTER LEARNING?

2019 ◽  
Vol 5 (1) ◽  
pp. 102-105
Author(s):  
MOHAMAD AZHARI ABU BAKAR
Keyword(s):  
Reflective Practice ◽  
Critical Evaluation ◽  
Reflective Writing ◽  
Self Directed Learning ◽  
Learning Journey ◽  
Directed Learning ◽  
High Level ◽  
Education Science ◽  
Personalised Feedback

Reflective practice is proven as an evidence-based approach in education science. It guides learners to actively engage in critical evaluation of their thoughts, actions, and experience to construct a meaningful framework of understanding. Implementation of reflective practice in learning nurtures students’ self-directed learning to be accountable for their learning journey (Knowles, Gilbourne, Borrie, & Nevill, 2001). Eventually, they can experience deep learning (Parry, Walsh, Larsen, & Hogan, 2012), with the activation of active thinking (Louis & Sutton, 1991) and working memory. The growth of reflective practice requires a high level of attentional control, and metacognition to produce a large spectrum of content knowledge with various mental languages (emotive, volitive, and cognitive). However, the contents of reflective practice have to be guided with personalised feedbacks by the instructors to foster the quality of reflective practice. The instructor has to be catered with the structured rubric of evaluation to provide professional feedback to the student's reflective writing. Therefore, in this study, each reflective writing produced by the student was evaluated based on five categories of the reflective style produced by Bruno & Gilardi (2014).

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