Problem-Based Learning at a Distance

2007 ◽  
pp. 222-237
Author(s):  
R. Horne ◽  
J. Kellett
Keyword(s):  
Distance Learning ◽  
Learning Environments ◽  
Design Process ◽  
Problem Based Learning ◽  
Design Issues ◽  
Design Intent ◽  
Dual Transformation ◽  
Study Approach ◽  
Single Formula

A case study approach is taken to illustrate a design approach to the development of a Masters course. Over a 10-year period, the course was developed from traditional delivery and teaching modes, through the introduction of problem-based learning, and the incorporation of human computer interaction (HCI) elements. The latter development coincided with a shift from classroom-based teaching to distance learning mode, and the resource and design issues in this dual transformation are discussed. Pedagogic principles of problem-based learning were applied along with a range of other case conditions in framing the design intent. It is concluded that the design process in HCI and problem-based learning applications is central in ensuring that appropriate learning environments are established. While there is no single formula for designing problem-based learning or integrating HCI into learning programmes, the application of appropriate principles and methods is essential.

scholarly journals The Implementation of Distance Learning during the Covid-19 Pandemic

MADRASAH ◽  
2021 ◽  
Vol 13 (2) ◽  
pp. 114-125
Author(s):  
Raden Adji Suryo Utomo ◽  
Fitri Nur Mahmudah
Keyword(s):  
Data Analysis ◽  
Distance Learning ◽  
Data Sources ◽  
Quality Of Education ◽  
Case Study Approach ◽  
Structured Interviews ◽  
Study Approach ◽  
Quality Of Research

The implementation of learning is the most important part in improving the quality of education. The Covid-19 pandemic period is part of the challenge for education so that learning continues. The purpose of this study was to investigate in depth the implementation of distance learning during the Covid-19 pandemic. The method used in this research is qualitative with a case study approach. The research was conducted at Muhammadiyah Pakel Elementary School. The data sources in this study were teachers, parents, and students. Data collection techniques using structured interviews assisted with guidelines that are structured questions systematically. Data analysis using the Denzin Licoln case study model assisted by atlas.ti software version 8. The technique used to improve the quality of research is source triangulation. The results of this study provide information that in the implementation of the implementation of distance learning there are three factors, namely policy, distance learning process, and human resource activeness. These three factors are novelty which can be recommendations for the three education centers in order to be part of improving the quality of distance learning education during the Covid-19 pandemic.

Employing Educational Robotics for the Development of Problem-Based Learning Skills

2018 ◽  
pp. 2492-2502 ◽  
Author(s):  
Nikleia Eteokleous
Keyword(s):  
Critical Thinking ◽  
Cognitive Learning ◽  
Problem Based Learning ◽  
Interdisciplinary Approach ◽  
Student Experiences ◽  
Educational Robotics ◽  
Learning Tools ◽  
Learning Skills ◽  
Study Approach

Robotics activities are related to addressing a problem, and usually problems in authentic, real situations. The students are given a driving question and are requested to solve a “problem”. Having noticed this connection, the current study evaluates the integration of robotics as a tool where the problem based learning (PBL) method and the interdisciplinary approach are intertwined. Specifically, the pre-programmable floor robots, the BeeBots, were used as cognitive-learning tools in order to examine students' development of problem based learning skills: creativity-innovation, critical thinking, and collaboration. A case study approach was employed, collecting quantitative (pre- and post-questionnaires) and qualitative data (focus groups). The results revealed positive student experiences and reactions, and enhancement of the critical thinking and creativity-innovation skills.

The international management of change: a problem‐based learning/case study approach

1996 ◽  
Vol 38 (2) ◽  
pp. 14-17 ◽  
Author(s):  
Steve Cockerill ◽  
Gerry Stewart ◽  
Les Hamilton ◽  
John Douglas ◽  
Jeff Gold
Keyword(s):  
Problem Based Learning ◽  
International Management ◽  
Case Study Approach ◽  
Management Of Change ◽  
Study Approach

scholarly journals Implementasi Problem Based Learning dalam Mengoptimalkan Pembelajaran di Sekolah Luar Biasa Putera Asih Kediri

2020 ◽  
Vol 7 (1) ◽  
pp. 90-103
Author(s):  
Sufirmansyah Sufirmansyah ◽  
Laundria Nanda Prameswati
Keyword(s):  
Qualitative Research ◽  
Public Schools ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Problem Based Learning ◽  
Young Generation ◽  
Case Study Approach ◽  
Study Approach ◽  
The Media

Abstract: This article aims to reveal the media and learning strategies at SekolahLuar Biasa (SLB) Putera Asih Kediri. Education is something important for everyIndonesian citizen. It does not distinguish between gender, ethnicity, race, culture,religion, even for children with special needs (Anak Berkebutuhan Khusus/ABK).However, the media and learning strategies used by the teacher in an extraordinaryschool (SLB) are certainly different from the teachers in public schools. This articlewas written according to a qualitative research that used a case study approach toreveal the implementation of PBL in SLB Putera Asih Kediri. This article concludethat every school needs creative teachers to use media and learning strategi es. Forthis reason, it is expected that each young generation can utilize media and learningstrategies that are appropriate to the needs of the students. PBL is very relevantwith the needs of ABK in SLB because it can be combined with the teacheroriented study. PBL can be used as an alternative learning strategy to increase theunderstanding of ABK, so they can solve their daily problems

scholarly journals People as an essential tool for considering ethics in the product lifecycle

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Mersha AFTAB ◽  
Alana JAMES
Keyword(s):  
Design Process ◽  
Consumer Goods ◽  
Participatory Approach ◽  
Human Values ◽  
Added Value ◽  
Case Study Approach ◽  
Product Lifecycle ◽  
Study Approach ◽  
The Creation

This paper explores the vital engagement of people at different stages of the product lifecycle. The incorporation of human values in the creation of empathy allows for ethics to be considered across the design and make process. A case study approach was adopted utilising data obtained from two large consumer goods companies. From this, a relationship was found to lie between the involvement of people as active participants and the creation of empathy. These empathetic values consequently facilitated the consideration of a responsible approach to be implemented. Conclusions show that during the design process people create added value with a participatory approach, whilst during production consumers become prosumers in consumer-led innovation to help drive forward an ethical agenda.

scholarly journals “Is There Anybody There?”

2019 ◽  
pp. 151-172
Author(s):  
Helen Clough ◽  
Karen Foley
Keyword(s):  
Social Media ◽  
Distance Learning ◽  
Real Time ◽  
Academic Libraries ◽  
Open University ◽  
Case Study Approach ◽  
Study Approach ◽  
Communities Of Learners ◽  
The Future

The Open University (UK) Library supports its distance-learning students with interactive, real-time events on social media. In this chapter the authors take a case study approach and concentrate on the examples of Facebook and Livestream to illustrate how live engagement events on social media have helped to build communities of learners in spaces they already occupy, raise the visibility of the library's services and resources with staff and students, and foster collaboration with other departments, while also being effective mechanisms for instruction. The chapter concludes with the library's plans for the future and recommendations for other academic libraries wishing to run live engagement events on social media.

Multi-User Mixed Reality Environments for Distance Learning

2018 ◽  
pp. 208-239
Author(s):  
Anasol Peña-Rios ◽  
Victor Callaghan ◽  
Michael Gardner
Keyword(s):  
Distance Learning ◽  
Engineering Education ◽  
Learning Environments ◽  
Technological Innovation ◽  
Mixed Reality ◽  
Traditional Classroom ◽  
Science And Engineering ◽  
Future Directions ◽  
Science And Engineering Education

Technological innovation is changing every aspect of our lives and extending into education, where it is introducing profound changes to both the traditional classroom and online learning environments. This chapter explores the future of MUVEs, focusing particularly on immersive mixed reality learning environments and the challenges involved in the shift to multidimensional environments in education. It reviews the earlier developments in MUVEs and identifies a barrier to their deployment in science and engineering education: their inability to support physical collaborative laboratory work. The chapter then explains how advances in mixed-reality research may offer a solution to this problem through a case study of a cutting-edge example of such an approach, the BReal Lab, together with a summary of evaluation results gained from a trial involving students in 5 different countries. Finally, the chapter concludes by reflecting on the issues raised and speculates on possible future directions that work on mixed-reality MUVEs might take.

Designers as Innovators in Organizational Contexts

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Antti AINAMO ◽  
Lisbeth SVENGREN HOLM ◽  
Christina VILDINGE
Keyword(s):  
Design Process ◽  
Management Training ◽  
Organizational Contexts ◽  
The Public ◽  
Study Approach ◽  
Radical Innovations ◽  
Diamond Model ◽  
Double Diamond ◽  
Business And Management

This paper proposes a typology for the different roles and drivers present-day designers may fulfil, which may depend on the kind of organisational context involved and the type of innovation. The interest in the potential of designers contributing to business and management innovation and the economy as a whole has grown, with the premise being that companies modelling innovation processes on the design process are more innovative and more successful than others. Design has become represented almost as a synonym to innovation and a legitimate response to criticisms of management training for being too scientific and detached from real-world complexities and problems. This raises a need to understand and clarify the roles designers can have or take, in companies but also in the public sector, where design is increasingly commissions contribute to innovation. Based on a multi-case study approach we propose a typology based on three different types related to the outcome of designers acting as innovators: product, process and service innovation. With these types of innovations we propose a typology for the different roles designers can have and take based on a hierarchical model related to the Double Diamond model for the design process. Radical innovations are related to strategic level and benefit from the potential of designers with an artistic and aesthetic approach.

scholarly journals Developing technological pedagogical science knowledge through educational computational chemistry: a case study of pre-service chemistry teachers’ perceptions

2020 ◽  
Vol 21 (2) ◽  
pp. 638-654
Author(s):  
Jorge Rodríguez-Becerra ◽  
Lizethly Cáceres-Jensen ◽  
Tatiana Díaz ◽  
Sofía Druker ◽  
Víctor Bahamonde Padilla ◽  
...  
Keyword(s):  
Learning Environment ◽  
Computational Chemistry ◽  
Learning Environments ◽  
Qualitative Content Analysis ◽  
Problem Based Learning ◽  
Science Knowledge ◽  
Chemistry Teachers ◽  
Learning Module ◽  
Pedagogical Science

The purpose of this descriptive case study was to develop pre-service chemistry teachers’ Technological Pedagogical Science Knowledge (TPASK) through novel computational chemistry modules. The study consisted of two phases starting with designing a computational chemistry based learning environment followed by a case study where students’ perceptions towards educational computational chemistry were explored. First, we designed an authentic research-based chemistry learning module that supported problem-based learning through the utilisation of computational chemistry methods suitable for pre-service chemistry education. The objective of the learning module was to promote learning of specific chemistry knowledge and development of scientific skills. Systematic design decisions were made through the TPASK framework. The learning module was designed for a third-year physical chemistry course taken by pre-service chemistry teachers in Chile. After the design phase, the learning module was implemented in a course, and students’ perceptions were gathered using semi-structured group interviews. The sample consisted of 22 pre-service chemistry teachers. Data were analysed through qualitative content analysis using the same TPASK framework employed in the learning module design. Based on our findings, pre-service chemistry teachers first acquired Technological Scientific Knowledge (TSK) and then developed some elements of their TPASK. Besides, they highly appreciated the combination of student-centred problem-based learning and the use of computational chemistry tools. Students felt the educational computational learning environment supported their own knowledge acquisition and expressed an interest in applying similar learning environments in their future teaching careers. This case study demonstrates that learning through authentic real-world problems using educational computational methods offers great potential in supporting pre-service teachers’ instruction in the science of chemistry and pedagogy. For further research in the TPASK framework, we propose there would be significant benefit from developing new learning environments of this nature and evaluating their utility in pre-service and in-service chemistry teacher's education.

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