Exploring the Relationship Between Learners' Uncertainty Level and Learning Performance in an Authentic Problem-Based Learning Environment

2021 ◽  
pp. 179-198
Author(s):  
Kah Heng Loh ◽  
You Ping Lim
Keyword(s):  
Learning Process ◽  
Engineering Students ◽  
Learning Experience ◽  
Problem Based Learning ◽  
Learning Performance ◽  
Strong Negative Correlation ◽  
Learning Satisfaction ◽  
Learning Score ◽  
The Relationship ◽  
Uncertainty Level

Many educators believe that learners' learning experience can be enhanced by infusing uncertainty into their learning process. The authentic problem-based learning (APBL) model allows uncertainty to be incorporated into ill-structured problem to motivate learners' learning process. This study looks into the relationship between learners' uncertainty level and learning performance in APBL model which involve participation of 78 engineering students from Taylor's American Degree Program. A questionnaire consists of 30 items of uncertainty construct and 10 items of learning satisfaction is developed to measure learners' uncertainty level and satisfaction at the end of APBL. Learners' learning satisfaction, learning attitude, and learning score on APBL activities which form the learning performance is computed. The Cronbach's alphas for uncertainty construct and learning satisfaction are 0.89 and 0.92 respectively. The zero order Pearson's correlation analysis showed a strong negative correlation between uncertainty level and learning performance.

Pengaruh Jenis Masalah pada Problem Based Learning terhadap Dinamika Metakognisi Siswa SMA Kelas X pada Konsep Stoikiometri

2014 ◽  
Vol 2 (2) ◽  
Author(s):  
Issaura Sherly Pamela ◽  
Muhammad Rusdi ◽  
Asrial Asrial
Keyword(s):  
Student Achievement ◽  
Experimental Design ◽  
Learning Process ◽  
Model Problem ◽  
Learning Experience ◽  
Problem Based Learning ◽  
Meaningful Learning ◽  
Learning Model ◽  
Group Design ◽  
Experimental Group

Innovation is needed in learning to make meaningful learning, so the student constructs their ownknowledge from the learning experience of learning process. One of the innovations is to integrate Problem Based Learning model. Problem Based Learning involves students to be active in every problem. Eleven problems type in Problem Based Learning that have different solving steps, due to every student different metacognition character potential and can change by given treatment. This research is a pre-experimental design: the pretest-posttest control and experimental group design with embedded experimental design. The metacognition character data were analyzed qualitaively, whereas the average grade data were analyzed quantitatively. The analysis of metacognition character shows the different metacognition characters and on learning process there is improvement of student achievement from 14% to 84.4%.

scholarly journals Pengalaman Belajar Mahasiswa Dalam Model Pembelajaran Scl Di Program Studi Keperawatan Stikes Jenderal Achmad Yani Yogyakarta

2018 ◽  
Vol 2 (1) ◽  
Author(s):  
Rahayu Iskandar ◽  
Deby Zulkarnain Rahadian Syah
Keyword(s):  
Learning Process ◽  
Soft Skills ◽  
Learning Experience ◽  
Student Perception ◽  
Sampling Technique ◽  
Learning Model ◽  
Nursing Program ◽  
Group Members ◽  
The Relationship

Objective: Explores in depth the learning experience of students in SCL “student center learning” model in Nursing Program Stikes General Achmad Yani Yogyakarta. Methods: This research use qualitative method with descriptive approach, executed on June until August 2016 in Nursing Program Stikes General Achmad Yani Yogyakarta. Informants in this study were selected by purposive sampling technique of convenience sampling. The informants involved in this research are 6 informants, where the researcher has obtained the data saturation in gathering information and has reached redudancy. Interviews were conducted once for each participant, lasting approximately 60-90 minutes for each participant. Data analysis method used in this research is method of analysis from Colaizzi. Result: There are 12 themes perceived by Nursing Program Stikes General Achmad Yani Students about SCL learning model that is role of student, the role of lecturer, learning process, student expression with SCL learning model,  the number of group members, student activeness in learning, improvement of student soft skills, means of learning, lecturer relationships with students, relationships between students, supporting factors, and inhibiting factors Conclusion: There are three perceptions of students about SCL learning, namely the role of lecturer as facilitator and mediator, scheduled learning process, and student perception on SCL learning model. The advantages of learning perceived by the students is seen from the number of group members, the activity of the students in learning and the improvement of the soft skills of the students. Lesson in the SCL learning model perceived by the students, the learning facilities, the relationship of lecturers with students, and the relationship among students. There are two factors that play a role in student learning in SCL learning model in Nursing Program Stikes General Achmad Yani Yogyakarta is the driving factor (self, family and friends)

scholarly journals Applying Control-Value Theory and Unified Theory of Acceptance and Use of Technology to Explore Pre-service Teachers’ Academic Emotions and Learning Satisfaction

2021 ◽  
Vol 12 ◽  
Author(s):  
Changcheng Wu ◽  
Xue Gong ◽  
Li Luo ◽  
Qingling Zhao ◽  
Shan Hu ◽  
...  
Keyword(s):  
Technology Acceptance ◽  
Value Theory ◽  
Learning Performance ◽  
Unified Theory ◽  
Learning Context ◽  
Academic Emotions ◽  
Control Value ◽  
Learning Satisfaction ◽  
Use Of Technology ◽  
The Relationship

Academic emotions refer to the emotions related to achievement activities or outcomes. Academic emotions are directly related to learning performance and have been recognized as critical to learners’ learning satisfaction and learning effectiveness in the online learning context. This study aimed to explore the relationship between academic emotions and learning satisfaction and their underlying mechanisms in massive open online courses (MOOCs) learning context using mediation models. This study adhered to the theoretical frameworks of the control-value theory (CVT) and the unified theory of acceptance and use of technology (UTAUT). Participants were 283 pre-service teachers who volunteered from a normal university in Southwestern China. Results revealed that: (a) academic emotions did not predict learning satisfaction; (b) learning interest and technology acceptance fully mediated the influence of academic emotions on learning satisfaction; (c) the four dimensions of technology acceptance did not mediate the relationship between academic emotions and learning satisfaction. This study integrated CVT and UTAUT models, and the results emphasized the importance of academic emotions and learning satisfaction in CVT and provision of additional support for UTAUT. Therefore, these findings have significant implications for improving the quality of MOOCs in the post-pandemic era.

scholarly journals New Findings on Student Multitasking with Mobile Devices and Student Success

10.28945/4723 ◽  
2021 ◽  
Vol 20 ◽  
pp. 021-035
Author(s):  
U. Yeliz Eseryel ◽  
Dan Jiang ◽  
Deniz Eseryel
Keyword(s):  
Mobile Technology ◽  
Technology Use ◽  
Management Information Systems ◽  
Mobile Technologies ◽  
Learning Performance ◽  
Future Research ◽  
Management Information ◽  
Learning Satisfaction ◽  
Learning Success ◽  
The Relationship

Aim/Purpose: This paper investigates the influence of university student multitasking on their learning success, defined as students’ learning satisfaction and performance. Background: Most research on student multitasking finds student multitasking problematic. However, this research is generally from 2010. Yet, today’s students are known to be digital natives and they have a different, more positive, relationship with mobile technologies. Based on the old findings, most instructors ban mobile technology use during instruction, and design their online courses without regard for the mobile technology use that happens regardless of their ban. This study investigates whether today’s instructors and learning management system interface designers should take into account multitasking with mobile technologies. Methodology: A quasi-experimental design was used in this study. Data were collected from 117 students across two sections of an introductory Management Information Systems class taught by the first author. We took multiple approaches and steps to control for confounding factors and to increase the internal validity of the study. We used a control group as a comparison group, we used a pre-test, we controlled for selection bias, and we tested for demographic differences between groups. Contribution: With this paper, we explicated the relationship between multitasking and learning success. We defined learning success as learning performance and learning satisfaction. Contrary to the literature, we found that multitasking involving IT texting does not decrease students’ learning performance. An explanation of this change is the change in the student population, and the digital nativeness between 2010s and 2020 and beyond. Findings: Our study showed that multitasking involving IT texting does not decrease students’ performance in class compared to not multitasking. Secondly, our study showed that, overall, multitasking reduced the students’ learning satisfaction despite the literature suggesting otherwise. We found that attitude towards multitasking moderated the relationship between multitasking and learning satisfaction as follows. Individuals who had a positive attitude towards multitasking had high learning satisfaction with multitasking. However, individuals who had positive attitude toward multitasking did not necessarily have higher learning performance. Recommendations for Practitioners: We would recommend both instructors and the designers of learning management systems to take mobile multitasking into consideration while designing courses and course interfaces, rather than banning multitasking, and assuming that the students do not do it. Furthermore, we recommend including multitasking into relevant courses such as Management Information Systems courses to make students aware of their own multitasking behavior and their results. Recommendation for Researchers: We recommend that future studies investigate multitasking with different instruction methods, especially studies that make students aware of their multitasking behavior and its outcomes will be useful for next generations. Impact on Society: This paper investigates the role of mobile multitasking on learning performance. Since mobile technologies are ubiquitous and their use in multitasking is common, their use in multitasking affects societal performance. Future Research: Studies that replicate our research with larger and more diverse samples are needed. Future research could explore research-based experiential teaching methods, similar to this study.

scholarly journals PENERAPAN PEMBELAJARAN BERBASIS MASALAH

EDUTECH ◽  
2014 ◽  
Vol 13 (2) ◽  
pp. 211
Author(s):  
Rusman
Keyword(s):  
Learning Process ◽  
Group Work ◽  
Learning Experience ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Approaches ◽  
Learning Capacity ◽  
Depth Study ◽  
Innovative Learning ◽  
Point Of Departure

Abstract, changes in the perspective of students as objects to students as subjects in the learning process become a point of departure in the discovery of various innovative learning approaches. However, it is often overlooked that the essence of learning is students’ learning and not teachers’ teaching. Teachers are required to choose a learning approach that can drive the spirit of every student to be actively involved in their learning experience. One learning alternative that enables the development of students’ thinking skills (reasoning, communication, and connection) in problem solving is Problem Based Learning (PBL). Problem Based Learning is an innovation in learning because it allows the optimization of students’ thinking skills through systematic process of group work, so that students can empower, hone, test, and develop their learning capacity on an ongoing basis. Therefore, it is essential that there is an in-depth study on what and how Problem Based Learning is applied in the learning process, so that the learning is oriented towards students’ activities, value- laden, and more meaningful.Keywords: Problem Based Learning, Learning InnovationAbstrak, Perubahan cara pandang terhadap siswa sebagai objek menjadi subjek dalam proses pembelajaran menjadi titik tolak banyak ditemukannya berbagai pendekatan pembelajaran yang inovatif. Salah satu kecenderungan yang sering dilupakan adalah melupakan bahwa hakikat pembelajaran adalah belajarnya siswa dan bukan mengajarnya guru. Guru dituntut dapat memilih pendekatan pembelajaran yang dapat memacu semangat setiap siswa untuk secara aktif ikut terlibat dalam pengalaman belajarnya. Salah satu alternatif pembelajaran yang memungkinkan dikembangkannya keterampilan berfikir siswa (penalaran, komunikasi, dan koneksi) dalam memecahkan masalah adalah Pembelajaran Berbasis Masalah. Pembelajaran Berbasis Masalah merupakan inovasi dalam pembelajaran karena dalam proses pembelajaran kemampuan berpikir siswa betul-betul dioptimalisasikan melalui proses kerja kelompok atau tim yang sistematis, sehingga siswa dapat memberdayakan, mengasah, menguji, dan mengembangkan kemampuan berpikirnya secara berkesinambungan. Berdasarkan hal tersebut, maka perlu kiranya ada sebuah bahan kajian yang mendalam tentang apa dan bagaimana pembelajaran berbasis masalah diterapkan dalam proses pembelajaran, sehingga pembelajaran berorientasi pada aktivitas siswa, sarat nilai dan lebih bermakna.Kata Kunci: Pembelajaran Berbasis Masalah, Inovasi Pembelajaran

scholarly journals Cooperative Learning: Value-Added To Operations Management

2011 ◽  
Vol 15 (2) ◽  
pp. 31
Author(s):  
Brian Fitzpatrick ◽  
Shahid I. Ali
Keyword(s):  
Information Technology ◽  
Cooperative Learning ◽  
Student Performance ◽  
Learning Environments ◽  
Learning Process ◽  
Operations Management ◽  
Learning Experience ◽  
Value Added ◽  
Learning Performance ◽  
Improve Student Performance

Integrating cooperative learning techniques with information technology and applying it to the field of Production and Operations Management (P/OM) will help to investigate how Computer-Supported Cooperative Learning (CSCL) can enhance learning performance of students. Research in CSCL provides evidence that collaborative communication technology can be a better mechanism to add value to education. Most studies, however, have examined learning performance only during the middle and end of the learning process. Thus, it is not clear how information technology can continuously facilitate and improve student performance and learning experience over time. The purpose of this research is to examine how information technology, when applied to communication medium, can facilitate the learning process in the field of production and operations management. This study compared traditional, face-to-face cooperative learning environments to computer-supported cooperative learning environments for differences in students learning performance and group member satisfaction.

How Serious Games Contribute to the Learning Experience of Engineering Students and Professionals

2020 ◽  
pp. 196-216
Author(s):  
Patrick Willems
Keyword(s):  
Supply Chain ◽  
Learning Process ◽  
Engineering Students ◽  
Learning Experience ◽  
Negative Effects ◽  
Team Behavior ◽  
Support Organizations ◽  
Globalizing World ◽  
Learning Capabilities ◽  
The University

Engineers in a globalizing world need innovative skills as well as learning capabilities. They often need to cooperate in different teams in the supply chain of a company. Thus, they should practice before they perform like athletes and musicians do, but they cannot practice by making mistakes since it would be an expensive way to learn. Serious business games serve as a platform for the exchange of ideas, the sharing of expertise, and the alignment of objectives. Higher productivity along with employee satisfaction are their most prominent outcomes. Engineers should be able to work in teams, where behaviors can have both positive and negative effects. Serious business games can support organizations to develop more effective team behavior, influence the level of cooperation in a group, and, in turn, increase the company's profit. In this study, the authors examine a supply chain serious game called “The Fresh Connection” and discuss how it can improve the learning process at the university and further allow people to continue their learning process as an engineering professional.

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