The Effect of E-Learning Based on Problem Based Learning (PBL) on Student Characters in Inferential Statistics Course

The Covid-19 pandemic condition prompted the government to recommend study from home, therefore e-learning was used as an alternative implementation of learning. In e-learning it is necessary to set learning objectives, learning models and learning media that are used to deliver teaching materials. Therefore, PACE model using problem-based learning with modules aid is used with the aim of learning statistical reasoning. The purpose of this study was to determine the implementation of e-learning with the PACE model assisted by problem-based modules in statistical lectures in the Covid-19 pandemic condition and the effectiveness of e-learning with the PACE model assisted by problem-based modules in statistical lectures on statistical reasoning. The research method used is a descriptive method with a sample of 24 students who took the research statistics course. The results showed that the implementation of e-learning with PACE model using problem-based learning with modules aid in statistics lectures in the Covid-19 pandemic conditions can be carried out according to the plan, using the google classroom application and whatsapp as learning media. The effectiveness of the learning model on statistical reasoning is proven effective, where the average value of statistical reasoning is 74.58 and the reasoning increase in the medium category is 54%.

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Research trends in problem-based learning (PBL) research in e-learning and online education environments: A review of publications in SSCI-indexed journals from 2004 to 2012

British Journal of Educational Technology ◽

10.1111/bjet.12038 ◽

2013 ◽

Vol 44 (6) ◽

pp. E185-E190 ◽

Cited By ~ 15

Author(s):

Chia-Wen Tsai ◽

Yi-Chun Chiang

Keyword(s):

Online Education ◽

Problem Based Learning ◽

Research Trends ◽

E Learning

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Probability and Statistics Apps for Mobile Devices

Integrating Touch-Enabled and Mobile Devices into Contemporary Mathematics Education - Advances in Mobile and Distance Learning ◽

10.4018/978-1-4666-8714-1.ch011 ◽

2015 ◽

pp. 242-258 ◽

Cited By ~ 2

Author(s):

Howard P Edwards

Keyword(s):

Mobile Devices ◽

Teaching And Learning ◽

Mobile Apps ◽

Primary Student ◽

Statistics Course ◽

E Learning ◽

Probability And Statistics ◽

Undergraduate Statistics

Mobile devices such as tablets and smartphones are rapidly replacing laptops and notebooks as the primary student e-learning device. This chapter discusses the needs of a Statistics app user and how these differ from the needs of users of other Mathematics apps, and then reviews some the mobile apps currently available which enable a user to either learn Statistics or to carry out the sorts of summaries and analyses encountered in an undergraduate Statistics course. Implications of these apps for both teaching and learning are discussed.

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The Effects of Web-Enabled Self-Regulated Learning and Problem-Based Learning with Initiation on Students' Computing Skills

Web Technologies ◽

10.4018/978-1-60566-982-3.ch087 ◽

2011 ◽

pp. 1614-1627

Author(s):

Pei-Di Shen

Keyword(s):

Online Teaching ◽

Teaching Method ◽

Problem Based Learning ◽

Work Force ◽

Vocational Schools ◽

Web Based ◽

Self Regulated Learning ◽

Regulated Learning ◽

Computing Skills ◽

E Learning

Vocational degree earners represent a major portion of the work force in Taiwan. However, the reality of computing education in Taiwan’s vocational schools is that it’s not so practically oriented, revealing much room for improvement. In this context, we conducted a quasi-experiment to examine the effects of applying web-based self-regulated learning, web-based problem-based learning with initiation, and their combination to enhance students’ computing skills. Four classes in successive years, with a total of 177 third-year students, were divided into 2 (SRL vs. non-SRL) × 2 (PBL with initiation vs. PBL without initiation) experimental groups. Results were generally positive. Results revealed that the effects of webenabled SRL, web-enabled PBL with initiation, and their combinations on students’ computing skills have significant differences. We hope that the online teaching method applied in this study is also useful for those teachers engaged in e-learning, specifically, in vocational schools.

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Probability and Statistics Apps for Mobile Devices

Human-Computer Interaction ◽

10.4018/978-1-4666-8789-9.ch040 ◽

2015 ◽

pp. 879-894

Author(s):

Howard P Edwards

Keyword(s):

Mobile Devices ◽

Teaching And Learning ◽

Mobile Apps ◽

Primary Student ◽

Statistics Course ◽

E Learning ◽

Probability And Statistics ◽

Undergraduate Statistics

Mobile devices such as tablets and smartphones are rapidly replacing laptops and notebooks as the primary student e-learning device. This chapter discusses the needs of a Statistics app user and how these differ from the needs of users of other Mathematics apps, and then reviews some the mobile apps currently available which enable a user to either learn Statistics or to carry out the sorts of summaries and analyses encountered in an undergraduate Statistics course. Implications of these apps for both teaching and learning are discussed.

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Using Problem-Based Learning in Online Courses

Making the Transition to E-Learning ◽

10.4018/978-1-59140-950-2.ch015 ◽

2011 ◽

pp. 243-265

Author(s):

Richard F. Kenny

Keyword(s):

Instructional Practices ◽

Online Courses ◽

Problem Based Learning ◽

Research Literature ◽

Online Course ◽

Instructional Designers ◽

Constructivist Learning Theory ◽

Structured Problems ◽

E Learning

In this chapter, I argue that instructional designers must use research and theory to guide them to new and justified instructional practices when designing e-learning. I introduce a well-established pedagogy, problem-based learning (PBL), in which complex, ill-structured problems serve as the context and stimulus for learning, and students work collaboratively to understand the problem and learn about the broader related concepts. I describe the structure of PBL and discuss Barrow’s (1998) concept of “authentic” PBL. I then review the support for PBL in the research literature and describe its relationship to cognitive and constructivist learning theory. I conclude the chapter by demonstrating how authentic PBL can be applied to e-learning using supporting examples from an undergraduate online course in agriculture.

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