scholarly journals Problem-Based Learning in University Studies on Renewable Energies: Case of a Laboratory Windpump

2020 ◽  
Vol 12 (6) ◽  
pp. 2495 ◽  
Author(s):  
Alain Ulazia ◽  
Gabriel Ibarra-Berastegi
Keyword(s):  
Learning Strategy ◽  
Basque Country ◽  
Problem Based Learning ◽  
Clean Energy ◽  
Theoretical Background ◽  
Renewable Energies ◽  
New Faculty ◽  
Constructive Learning ◽  
Quantitative Results ◽  
The University

In the last eight years, the new faculty of Engineering in Renewable Energies at the University of the Basque Country in Eibar has developed several sustainability goals related to clean energy and climate change, but also in educative terms related to co-operative learning, motivation, and reflective thinking. The case of the laboratory-windpump challenge is paradigmatic in this sense, since it constitutes successful problem-based learning for the students in terms of the activation of heuristic tools (analogies or diagrams), critical discussions combining complex ideas about aerodynamics, mechanics and hydraulics, and a good group atmosphere. The conclusions of this work are supported by qualitative and quantitative results within a theoretical background based on the logic of discovery and its corresponding constructive-learning strategy, rather than on the logic of justification with given and well-known aprioristic assumptions.

scholarly journals Problem-based learning and other active methodologies as support for distance teaching during the COVID-19 pandemic

2021 ◽  
Vol 16 (1) ◽  
pp. 277-287
Author(s):  
Asier Arcos Alonso ◽  
Ander Arcos - Alonso
Keyword(s):  
Learning Process ◽  
Basque Country ◽  
Problem Based Learning ◽  
Bachelor's Degree ◽  
Learning Tools ◽  
Distance Teaching ◽  
Teaching Innovation ◽  
Competency Based ◽  
Teaching Learning ◽  
The University

This manuscript presents an innovative experience in the teaching–learning process with three objectives. The first is to incorporate the principles and values of social justice, reciprocity and solidarity in the subject ‘Statistics Applied to Business’ in the bachelor’s degree in Business Administration and Management at the University of the Basque Country. The second objective addresses how to apply active methodologies in the teaching of economics and business from a competency-based approach in order to investigate its impact. The third one, on the other hand, tries to explore how to provide students with active distance learning tools to improve and guarantee the quality of the teaching–learning process. The results of the experience demonstrate the potential of technical subjects for the development of transversal competencies and the capacity of students to design and solve complex problems with creativity and knowledge of social and labour realities. Likewise, greater motivation, better knowledge acquisition and appropriation of the work by the students are also detected. Finally, this article shows the potential of methodologies that involve the combined responsibility of students and teachers in the generation of knowledge that favours a professional development that is permeable and sensitive to the changes occurring in the social and labour world.   Keywords: Problem-based learning, distance teaching, pandemic, teaching innovation

scholarly journals Integration of study material in the problem-based learning method

Curationis ◽  
2003 ◽  
Vol 26 (1) ◽  
Author(s):  
S. Becker ◽  
M. J. Viljoen ◽  
Y. Botma ◽  
I. J. Bester
Keyword(s):  
Nursing Students ◽  
Learning Strategy ◽  
Student Perception ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Study Data ◽  
First Year ◽  
Integrated Curricula ◽  
Integration Of Learning ◽  
The University

Throughout the world educators are starting to realise that integrated curricula reflect the “real world”. Students learn how to integrate theory appropriately with practice and it stimulates higher order thinking skills. Problem-based learning (PBL) was used as a learning strategy in an integrated undergraduate programme. A quantatative non-experimental design, a survey, was used to determine how problem-based learning influences integration of learning by the students. Using a purposive sampling method all the first-year nursing students (43) at the University of the Free State participating in the programme were included in the study. Data was collected by means of a student perception questionnaire (SPQ).

scholarly journals Exploring the Viability of Online Problem-Based Learning Through the Lens of Students and Teachers

2021 ◽  
Vol 13 (4) ◽  
pp. 19-31
Author(s):  
Amna Riaz ◽  
◽  
Rehan Ahmed Khan ◽  
Mahwish Arooj ◽  
Muhammad Zafar Iqbal ◽  
...  
Keyword(s):  
Learning Strategy ◽  
Self Regulation ◽  
Problem Based Learning ◽  
Group Discussions ◽  
Student Orientation ◽  
Face To Face ◽  
Perceptions Of Students ◽  
Physical Presence ◽  
Improved Learning ◽  
The University

This study aimed at exploring the perceptions of students and teachers regarding the viability of the online problem-based learning (PBL) approach. The study also aimed to report the perceived merits and demerits of online PBL and offer suggestions to improve it further. To achieve these objectives, a qualitative exploratory study was conducted at the College of Medicine, The University of Lahore from July 2020 to November 2020. Employing purposive sampling, 12 students and 11 teachers were recruited, with experience in both online and face-to-face PBL. The perceived merits and demerits of online PBL were inquired in focus group discussions. Moreover, suggestions to improve the online PBL environment were elicited from both stakeholders. The data was recorded, and then inductively coded and thematically analysed using Atlis.ti software. Students displayed active participation, improved learning and self-regulation during online PBL. The participants valued online PBL as a resourceful, convenient and flexible learning strategy. Some demerits of online PBL were also reported, including student passivity, low motivation and poor concentration, which were mainly attributed to the lack of physical presence. Suggestions to improve the online PBL environment included virtual use of simulation patients and infographics, faculty development, student orientation and technical support. We conclude that online PBL can be used as an effective strategic alternative to face-to-face modality. However, certain challenges exist in online PBL that can jeopardise students’ learning processes. Efforts need to be made to fully capture the essence of the online PBL environment.

PENGARUH STRATEGI PEMBELAJARAN DAN TIPE KEPRIBADIAN SISWA TERHADAP HASIL BELAJAR EKONOMI

2017 ◽  
Vol 10 (2) ◽  
pp. 151
Author(s):  
Harningsih Fitri Situmorang
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Problem Based Learning ◽  
Personality Type ◽  
Student Learning Outcomes ◽  
Personality Types ◽  
Descriptive Statistics ◽  
Scheffe Test ◽  
Inferential Statistic

Abstrak: Penelitian ini bertujuan :(1) Untuk mengetahui hasil belajar ekonomi siswa yang diajar dengan strategi pembelajaran berbasis masalah lebih tinggi dari siswa yang diajar dengan strategi pembelajaran ekspositori. (2) Untuk mengetahui hasil belajar  ekonomi siswa yang memiliki tipe kepribadian ekstrovert dan siswa yang memiliki kepribadian introvert. (3) Untuk mengetahui interaksi antara strategi pembelajaran dengan tipe kepribadian  terhadap hasil belajar Ekonomi. Metode penelitian yang digunakan adalah kuasi eksperimen dengan desain faktorial 2 x 2. Uji statistik yang digunakan adalah statistik deskriptif untuk menyajikan data dan dilanjutkan dengan statistik inferensial dengan menggunakan ANAVA dua jalur dengan taraf signifikan α = 0,05 yang dilanjutkan dengan uji Scheffe. Hasil penelitian menunjukkan: (1) hasil belajar ekonomi siswa yang diajarkan dengan strategi pembelajaran berbasis masalah lebih tinggi dari pada hasil belajar ekonomi siswa yang diajarkan dengan strategi pembelajaran ekspositori; (2) hasil belajar ekonomi siswa yang memiliki kepribadian ekstrovert lebih tinggi dari pada hasil belajar ekonomi siswa yang memiliki tipe kepribadian introvert; (3) terdapat interaksi antara strategi pembelajaran dengan tipe kepribadian  dalam mempengaruhi hasil belajar siswa. Hipotesis ini menunjukkan bahwa strategi pembelajaran berbasis masalah lebih tepat daripada model pembelajaran ekspositori dalam meningkatkan hasil belajar ekonomi siswa, dan siswa yang memiliki tipe kepribadian ekstrovert akan memperoleh hasil yang lebih baik dari pada siswa yang memiliki tipe kepribadian introvert. Kata Kunci: strategi pembelajaran, tipe kepribadian, hasil belajar ekonomi. Abstract: This study aims: (1) To find out the results of students' economic learning taught by problem-based learning strategy is higher than students who are taught by expository learning strategy. (2) To know the economic learning result of students who have extrovert personality type and students who have introverted personality. (3) To know the interaction between learning strategy with personality type to Economic learning result. The research method used is quasi experiment with 2 x 2 factorial design. Statistical test used is descriptive statistics to present the data and continued with inferential statistic by using two way ANOVA with significant level α = 0,05 followed by Scheffe test. The results showed: (1) the students 'economic learning outcomes taught with problem-based learning strategy is higher than the students' economic learning outcomes taught with expository learning strategies; (2) the students 'economic learning outcomes that have extroverted personality is higher than the students' economic learning outcomes that have introverted personality types; (3) there is interaction between learning strategy with personality type in influencing student learning outcomes. This hypothesis suggests that problem-based learning strategies are more appropriate than expository learning models in improving students' economic learning outcomes, and students with extroverted personality types will achieve better outcomes than students with introverted personality types. Keywords: learning strategy, personality type, economic learning result

THE EFFECT OF LEARNING STRATEGY ON MATHEMATICS LEARNING OUTCOMES IN CLASS IV STUDENTS AT PRIMARY SCHOOL 09 KABA WETAN

2020 ◽  
Vol 3 (1) ◽  
pp. 67-83
Author(s):  
Ahmad Abdul Rochim ◽  
Siti Bandiah
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Design Research ◽  
Learning Strategy ◽  
Interactive Learning ◽  
Mathematics Learning ◽  
Problem Based Learning ◽  
Sampling Technique ◽  
Analysis Technique ◽  
Class Iv

The accuracy in choosing a learning strategy is a very important part in efforts to improve the achievement of student learning outcomes. Therefore this study aims to determine the effect of learning strategies on mathematics learning outcomes. This study uses a 2x2 factorial design research. Through this design the effects of Interactive learning strategies and problem-based learning will be compared to student mathematics learning outcomes. The population in this study were all students of grade IV SDN 09 Kaba Wetan, totaling 76 students, consisting of 2 classes. To determine the sample class, a random sampling technique is used. The sample classes used were 2 classes totaling 76 students, class IV-A as an Interactive class and class IV-B as a problem-based class. The data analysis technique used is descriptive and inferential statistical techniques. And testing the analysis requirements is the normality test using the Lilifors Test, while the homogeneity requirements are using the F Test and Barlett Test. After testing the analysis requirements, the two-way variance analysis of Analilsis is performed. The results of this study indicate that there is an interaction effect between learning strategies on student mathematics learning outcomes. So that the selection of appropriate learning strategies is influenced by the ability of teachers to understand the characteristics of their students. In the learning strategy applied by the teacher can optimize student mathematics learning outcomes by choosing class strategies namely Interactive learning and problem based learning classes.

scholarly journals The environmental and social footprint of the university of the Basque Country UPV/EHU

2021 ◽  
pp. 128019
Author(s):  
G. Bueno ◽  
M. de Blas ◽  
E. Pérez-Iribarren ◽  
I. Zuazo ◽  
E. Torre-Pascual ◽  
...  
Keyword(s):  
Basque Country ◽  
The University

scholarly journals A Holistic Approach to Integrate and Evaluate Sustainable Development in Higher Education. The Case Study of the University of the Basque Country

2021 ◽  
Vol 13 (1) ◽  
pp. 392
Author(s):  
Estibaliz Sáez de Cámara ◽  
Idoia Fernández ◽  
Nekane Castillo-Eguskitza
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Basque Country ◽  
Holistic Approach ◽  
Institutional Setting ◽  
Practical Case ◽  
Development Indicators ◽  
Agenda 2030 ◽  
The University

Since the United Nations (UN) approved the Agenda 2030 for Sustainable Development in 2015, higher education institutions have increasingly demonstrated their commitment by supporting several initiatives. Although a great deal of progress has been made, there is still a lack of integrative approaches to truly implement Sustainable Development Goals (SDGs) in higher education. This paper presents a practical case that illustrates how to design and articulate SDGs within an institutional setting adopting a holistic approach: EHUagenda 2030 plan of the University of the Basque Country (UPV/EHU). It is based on empirical inquiry into global and holistic sustainable transformation and a real experience to move towards a verifiable and pragmatic contribution to sustainability. This plan describes the contribution to 12 of the 17 SDGs, along with three sectorial plans (Equality Campus, Inclusion Campus and Planet Campus), as well as the refocus of the UPV/EHU’s Educational Model and the panel of sustainable development indicators, which addresses the technical aspects of monitoring the SDGs. The methodology (mapping; mainstreaming; diagnosis and definition and, finally, estimation) is systematic and replicable in other universities yet to embark upon this integration. This case study makes a contribution towards the understanding of the complexity of the changes in Higher Education and the ways to approach it.

scholarly journals Education for Social Change: The Case of Teacher Education in Wales

2021 ◽  
Vol 13 (15) ◽  
pp. 8574
Author(s):  
Rebecca Weicht ◽  
Svanborg R. Jónsdóttir
Keyword(s):  
Teacher Education ◽  
Social Change ◽  
Teacher Educators ◽  
Entrepreneurial Education ◽  
Constructive Learning ◽  
Study Approach ◽  
The University ◽  
Action Competence ◽  
Shed Light

Entrepreneurial education offers valuable opportunities for teachers to foster and enhance creativity and action competence, which are also important for sustainability education. The University of Wales Trinity Saint David (UWTSD) is a leader in the development of entrepreneurial education in teacher education both in Wales and internationally. The objective of this article is to shed light on how an entrepreneurial education approach can help foster social change. The aim of this study is to learn from teacher educators at UWTSD about how they support creativity, innovation, and an enterprising mindset in their learners. A case study approach is applied. By analysing documentary evidence such as module and assignment handbooks, we explore how teacher educators at UWTSD deliver entrepreneurial education for social change. Our findings indicate that UWTSD’s development of entrepreneurial education in teacher training has enabled constructive learning, cultivating creativity and action competence. We provide examples that display how the intentions of the Curriculum for Wales and entrepreneurial education approaches of the UWTSD emerge in practice. These examples show outcomes of the entrepreneurial projects that evince the enactment of social change. The findings also show that the educational policy of Wales supports entrepreneurial education throughout all levels of the educational system.

Evaluating a Problem-Based Group Learning Strategy for Online, Graduate-Level Coach Education

2014 ◽  
Vol 3 (4) ◽  
pp. 227-234 ◽  
Author(s):  
Andrew P. Driska ◽  
Daniel R. Gould
Keyword(s):  
Communities Of Practice ◽  
Reflective Practice ◽  
Learning Strategy ◽  
Problem Based Learning ◽  
Online Course ◽  
Critical Thought ◽  
Coach Education ◽  
Reflective Process ◽  
Instructor Interaction ◽  
Practice Skills

Research has shown that coaches learn through reflective practice (Trudel & Gilbert, 2006), that communities of practice can assist the reflective process (Culver & Trudel, 2008), and that problem-based learning can increase critical thought by coaches (Jones & Turner, 2006). To help coaches develop reflective practice skills in an online course, the authors designed and implemented a novel assignment combining the principles of a community of practice with problem-based learning. Small groups of students were presented with a problem scenario and then met synchronously online using a low bandwidth group chat application (EtherPad) to diagnose the problem, strategize, and outline a solution. Students were able to conduct group meetings with only minor technical diffculties, and their written work demonstrated that a moderate level of refection had occurred. Future assignment redesigns should allow more opportunities for student-instructor interaction to facilitate greater development of student reflective practice skills.

EVOLUTION OF DOCTORAL CO-SUPERVISION AT THE UNIVERSITY OF THE BASQUE COUNTRY (UPV/EHU)

2021 ◽  
Author(s):  
Gotzone Barandika ◽  
Inmaculada Astorkiza ◽  
Olatz González-Abrisketa ◽  
Eva Portillo ◽  
Edurne Simon
Keyword(s):  
Basque Country ◽  
The University
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