Development Of Learning Resources To Promote Knowledge Sharing In Problem Based Learning

2008 ◽  
Vol 5 (1) ◽  
pp. 15-22
Author(s):  
Lorna Uden ◽  
◽  
Thomas Page ◽  
Keyword(s):  
Knowledge Sharing ◽  
Problem Based Learning ◽  
Learning Resources

scholarly journals Development of Student Worksheets (LKPD) Based on Problem Based Learning to Improve Learning Outcomes in Business Economics Subjects

2021 ◽  
Vol 5 (1) ◽  
pp. 65-77
Author(s):  
Monika Karolina Sianturi ◽  
Arwansyah Arwansyah ◽  
Muhammad Yusuf
Keyword(s):  
Active Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Problem Based Learning ◽  
Learning Resources ◽  
Development Study ◽  
Business Economics ◽  
Passive Learning ◽  
Basic Framework ◽  
Vocational Curriculum

The curriculum in Indonesia is currently curriculum 2013, especially  on the basic framework and structure of the vocational curriculum that states that the 2013 curriculum was developed with the improvement of mindset, among others:  educationthat focuses on teachers so focused on students, as well as passive learning so active learning. Therefore, as a teacher can develop the learning process, especially learning resources that are able to explore the ideas of students into an innovative and critical so that they can produce and solve theirown problems,through problem-based LKPD  learning. This method and type of research is a development study with a 4-Dmodelby Thiagarajan and Semmel. The findings in this study are the use of problem-based learning-based LKPD   and the response of students who were found to be positive or good

Multimedia Learning Designs

2008 ◽  
pp. 398-418
Author(s):  
M. Keppell ◽  
J. Gunn ◽  
K. Hegarty ◽  
V. O’Conner ◽  
Ngaire Kerse ◽  
...  
Keyword(s):  
Multimedia Learning ◽  
Authentic Learning ◽  
Problem Based Learning ◽  
Health Sciences ◽  
Instructional Designers ◽  
Learning Resources ◽  
Learning Design ◽  
Context Learning ◽  
Pedagogical Design ◽  
Multimedia Resources

This chapter describes the learning design of two multimedia modules which complement a problem-based learning health sciences curriculum. The use of student-centred, authentic learning design frameworks guide academics and instructional designers in the creative pedagogical design of learning resources. The chapter describes the educational context, learning design of two multimedia modules and suggests a number of strategies for improving the design and development of multimedia resources.

PENGEMBANGAN KONTEN E-LEARNING MATAKULIAH MEDIA DAN SUMBER BELAJAR BERBASIS PROBLEM BASED LEARNING

2019 ◽  
Vol 5 (2) ◽  
Author(s):  
Muhammad Ragil Kurniawan ◽  
Nurul Hidayati Rofiah
Keyword(s):  
Problem Based Learning ◽  
Product Evaluation ◽  
Learning Resources ◽  
Learning Content ◽  
Content Development ◽  
Assessment Sheet ◽  
E Learning ◽  
Preliminary Study ◽  
Assessment Result ◽  
Study Development

This study intends to develop the potential of digital-based learning resources. This research aims to: a) Knowing the process of developing E-learning content course of Media and Learning Resources based on Problem Based Learning, b) Knowing the appropriateness of E-learning content course of Media and Learning Resources based on Problem Based Learning. This research is research and development. The object of this research is media and learning resources course based on problem based learning. The data collection method used was an assessment sheet, supported by the results of interviews with education experts and practitioners. The data in this study are the results of assessments from experts. The results of the research data were processed using descriptive statistical data. The results are: a) E-learning content development procedures through four stages: preliminary study, development of learning design, product development and product evaluation. b) Assessment results by material experts is 3,4 (good category), media expert judge by 3,5 (good category), and prospective users judge by 4,3 (very good category). Based on the assessment result E-learning quality course of Media and Learning Resources based on problem based learning for learning materials in elementary schools are considered suitable for use as learning resources. 

scholarly journals The critical friend – a way to develop as a tutor in problem-based learning groups

2021 ◽  
Vol 11 (3) ◽  
pp. 39
Author(s):  
Elaine Sjögren ◽  
Anita Kärner Köhler
Keyword(s):  
Content Analysis ◽  
Knowledge Sharing ◽  
Qualitative Content Analysis ◽  
Learning Experiences ◽  
Problem Based Learning ◽  
Learning Groups ◽  
Professional Programs ◽  
Critical Friends ◽  
Program Activity ◽  
Critical Friend

Tutors in problem-based learning (PBL) need to reflect on their role, to prevent stagnation. We aimed to explore the learning experiences of tutors gained by being and having a critical friend in a PBL group. Eight teachers, from several professional programs at the Faculty of Medicine of a Swedish university, participated in a cross-program activity involving the being and having a critical friend to improve their skills as PBL group tutors. They were individually interviewed, and the transcriptions were subjected to conventional qualitative content analysis. The results revealed that a critical friend from another discipline can be useful and that experiences from both roles, to be and to have a critical friend, is necessary for reflection and learning, and thus optimal results. We conclude that support from the organisation, knowledge sharing, and communication are required to enable a systematic use of critical friends to be implemented with credibility.

scholarly journals Evaluating Factors Influencing Knowledge-Sharing Behavior of Students in Online Problem-Based Learning

2021 ◽  
Vol 12 ◽  
Author(s):  
Wei-Tsong Wang ◽  
Ying-Lien Lin
Keyword(s):  
Nursing Students ◽  
Knowledge Sharing ◽  
Social Identity Theory ◽  
Teaching Method ◽  
Collective Intelligence ◽  
Learning Experience ◽  
Problem Based Learning ◽  
Social Identification ◽  
Knowledge Sharing Behavior ◽  
Sharing Behavior

Adopting online problem-based learning (OPBL) to internship educational programs is an effective teaching method to stimulate self-directed and collaborative learning and knowledge-sharing behavior (KSB) of students. However, the OPBL collaboration experience is different from the traditional lecture-based learning experience for students. Integrating social identity theory and commitment-trust theory develops a formative research model that explains the KSB of students when using social media tools for the OPBL process. This process encourages social interaction and communication of students, in turn, facilitating the integration of collective intelligence or the creation, sharing, and exchange of knowledge. Data collected from 425 nursing students who studied at seven nursing colleges or medical universities in Taiwan were analyzed using the partial least squares (PLSs) technique. The results indicate that social identification is a crucial antecedent of KSB. Relationship quality plays a vital role in shaping the effects of interpersonal trust and relationship commitment (RC) on KSB during internship periods. The findings can contribute to theoretical discussions and enhance the effectiveness of KSB in the literature of internship and non-internship in the higher education field.

Exploring social networking sites and problem-based learning in healthcare education in Taiwan: a difference analysis

Kybernetes ◽  
2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Wei-Tsong Wang ◽  
Ying-Lien Lin
Keyword(s):  
Knowledge Sharing ◽  
Information And Communication Technologies ◽  
Problem Based Learning ◽  
Communication Technologies ◽  
Relationship Commitment ◽  
Learning Performance ◽  
Content Type ◽  
Knowledge Sharing Behavior ◽  
Information And Communication ◽  
Sharing Behavior

PurposeThis study aimed to examine whether the use of wiki-systems in healthcare internship courses that adopt a problem-based learning approach may have significant influences on the relationships among students' relationship commitment, knowledge-sharing behavior and perceived problem-based learning performance in the context of higher education.Design/methodology/approachThis study adopted a quasi-experimental approach. Cross-sectional survey data collected from 187 undergraduate students in Taiwan were used for the data analysis procedures. The students in the experimental group used wiki-systems and a set of information and communication technologies as learning tools, while the students in the control group used the same set of information and communication technologies only. The statistical techniques of independent t-tests and component-based structural equation modeling were adopted to examine the research hypotheses.FindingsThe results reveal significant differences between the experimental and control groups concerning relationship commitment, knowledge-sharing behavior, independent study and active participation. However, there was no significant difference between the two groups regarding group interaction and reasoning skills. Additionally, all the hypotheses regarding the relationships among constructs were supported.Originality/valueWiki-systems have unique features that can enhance the effectiveness of problem-based learning activities. This study is among the first to investigate how wiki-systems may affect the effectiveness of problem-based learning processes by investigating the relationships among healthcare students' relationship commitment, knowledge-sharing behavior and perceived problem-based learning performance. The results of this study can advance the current understanding of the effectiveness of wiki-based problem-based learning in the context of healthcare education.

scholarly journals The Quest for Sustainable Teaching Praxis: Opportunities and Challenges of Multidisciplinary and Multicultural Teamwork

2020 ◽  
Author(s):  
Elli Doukanari ◽  
Despo Ktoridou ◽  
Leonidas Efthymiou ◽  
Epaminondas Epaminonda
Keyword(s):  
Mixed Methods ◽  
Knowledge Sharing ◽  
Teaching Practice ◽  
Problem Based Learning ◽  
Social Significance ◽  
Mixed Methods Approach ◽  
Student Teams ◽  
Wide Range ◽  
Case Based Learning ◽  
Case Based

This article explores the dynamics arising by multidisciplinary and multicultural student teams (MMT), working through Case-based Learning (CBL) and Problem-based Learning (PBL); as well as its use as a sustainable teaching practice. Based on a mixed methods approach, which includes observation (both physical and virtual) and questionnaires, the study reveals that MMT through CBL and PBL can both facilitate and hinder sustainable learning. Our findings show that while MMT enhances knowledge sharing, it also poses a wide range of challenges, raising questions about its social significance as a sustainable teaching practice. The study suggests the implementation of certain mechanisms, such as ‘Teamwork Training’ and ‘Pedagogical Mentors’, aiming to strengthen the sustainable orientation of MMT through CBL and PBL.

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