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Article
Publication date: 28 September 2012

Fotis Lazarinis

The purpose of this article is to present a problem‐based learning case on the use of XML technologies for semantically describing cultural data. Students of three higher and…

Abstract

Purpose

The purpose of this article is to present a problem‐based learning case on the use of XML technologies for semantically describing cultural data. Students of three higher and continuing education institutes were divided into groups and were encouraged to solve specific problems and eventually to understand the concepts and the deployment of semantic technologies through their practical involvement. The aims of the teaching approach are for students to become familiar with XML technologies, to annotate historical data and to understand the importance of annotating cultural information for enabling further processing and exploitation of the identified data relationships.

Design/methodology/approach

Initially the aims of the teaching case were set and specific problems associated with them were designed. A start‐up lecture on the basic concepts of XML was presented and then students were challenged with ill‐defined problems as the problem‐based learning method advises. Students then presented and discussed their solutions and approaches. At the end of each problem‐based section the knowledge of the students was assessed. On the completion of the teaching case, the students' opinions were surveyed and the results towards the approach were very positive.

Findings

The students provided solutions to the problems presented, and their opinions at the end of the teaching approach indicated that students preferred the problem‐based approach to the lecture‐based method. Students argued that, although learning on their own and with little help from the instructors is more demanding, it has specific advantages. They mentioned that they can work at their own pace and better understand the concepts involved. The skills and the knowledge acquired are transferrable to other situations.

Originality/value

Although the problem‐based learning approach has been applied to medical and gifted education, minimal research has been conducted outside these fields. Therefore, this article focuses on the cultural heritage domain and presents a case of teaching a technical topic to non‐computer science students.

Details

The Electronic Library, vol. 30 no. 5
Type: Research Article
ISSN: 0264-0473

Keywords

Open Access
Article
Publication date: 12 March 2024

Şeyma Şahin and Abdurrahman Kılıç

Researchers have previously utilized the project-based 6E learning model and the problem-based quantum learning model in various courses, such as the instructional principles and…

Abstract

Purpose

Researchers have previously utilized the project-based 6E learning model and the problem-based quantum learning model in various courses, such as the instructional principles and methods course and the character and values education course. These models were evaluated for their impact on students in different subjects, including developing skills, values, democracy perceptions, attitudes towards cooperative learning, metacognitive thinking skills and teacher self-efficacy perceptions. In 2023, Ökmen, Sahin and Kiliç reported positive outcomes, while Sahin and Kiliç reported similar findings in 2023a, 2023b and 2023c. There has been no investigation into how the models affect students' critical thinking and academic literacy. This study seeks to determine the impact of both models on these skills, gain more insight into their effectiveness and determine which is more beneficial. The results will guide the decision-making process for the character and values education course and other courses in the future. Specifically, this research aims to compare the effects of the project-based 6E learning model and problem-based quantum learning model on critical thinking and academic literacy.

Design/methodology/approach

This research employed the Solomon four-group experimental design to assess the efficacy of the applications. Prior knowledge and experience of the participants were evaluated through pretests. However, it should be noted that pretests may impact posttest scores either positively or negatively. For instance, participants taking the test multiple times may become more interested or attentive to the subject matter. The Solomon four-group design was deemed appropriate to analyze the influence of pretesting. This design enables the investigation of the application effect, pretest effect and interactive effect of pretest and application (van Engelenburg, 1999).

Findings

It was concluded that the project-based 6E learning model was effective in developing critical thinking in students, but not significantly. It was concluded that the problem-based quantum learning model significantly improved students' critical thinking skills. It was concluded at the end of the study that the project-based 6E learning model notably enhanced students' academic literacy. It was concluded that the problem-based quantum learning model had a significant positive impact on students' academic literacy. According to research, it has been determined that the problem-based quantum learning model is superior in enhancing critical thinking abilities compared to the project-based 6E learning model. Nevertheless, there seems to be no detectable disparity in the academic literacy advancement of pupils between the problem-based quantum learning model and the project-based 6E learning model.

Originality/value

There has been no investigation into how the models affect students' critical thinking and academic literacy. This study seeks to determine the impact of both models on these skills, gain more insight into their effectiveness and determine which is more beneficial. The results will guide the decision-making process for the character and values education course and other courses in the future.

Details

Journal of Research in Innovative Teaching & Learning, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2397-7604

Keywords

Book part
Publication date: 17 July 2007

Eeva-Liisa Eskola

This paper reports on part of a dissertation project on the relationships between learning methods and students’ information behavior in Finland. In this qualitative study…

Abstract

This paper reports on part of a dissertation project on the relationships between learning methods and students’ information behavior in Finland. In this qualitative study, information behavior is studied in the contexts of a problem-based learning curriculum and a traditional curriculum. In 1998, 16 theme interviews were conducted at the Tampere University Medical School, which applied the problem-based learning curriculum and 15 interviews at the Turku University Medical School, in which the traditional curriculum with an early patient contact program was implemented. The focus of this paper is on the concept of information literacy as a part of the students’ information behavior and its relationships with students’ conceptions of learning. The findings indicate that students’ information literacy is developed, on the one hand, through active use of information and sources in connection with real information needs, and, on the other hand, through an educational context which offers opportunities to get different viewpoints on issues. Following the same tendency, the more developed conceptions of learning were mostly held by the students belonging to the problem-based group with simple or developed skills in information literacy, although there were exceptions from this pattern.

Details

Advances in Library Administration and Organization
Type: Book
ISBN: 978-1-84950-484-3

Article
Publication date: 1 March 2008

Scott Scheuerell

The Internet allows high school students to access primary and secondary sources in the classroom. History teachers should consider different teaching and learning strategies to…

Abstract

The Internet allows high school students to access primary and secondary sources in the classroom. History teachers should consider different teaching and learning strategies to fully utilize these sources in the classroom. Problem-based learning offers an exciting alternative to the traditional history classroom where the lecture and the textbook are used daily. The author describes how he used problem-based learning and the Internet in his high school history classroom to motivate students to learn about the Great Migration. Background information on problem-based learning is given and suggestions are provided by the author to guide teachers step-by-step through this unique approach. Examples of WebPages on the Great Migration are provided which the author highly suggests using. In addition, the author provides detailed information on the causes and effects of the Great Migration to help the classroom teacher.

Details

Social Studies Research and Practice, vol. 3 no. 1
Type: Research Article
ISSN: 1933-5415

Article
Publication date: 12 April 2011

Kevin Downing, Flora Ning and Kristina Shin

The purpose of this paper is to examine the effectiveness of problem‐based learning (PBL) in higher education based on a large sample of first‐year undergraduates from two…

2000

Abstract

Purpose

The purpose of this paper is to examine the effectiveness of problem‐based learning (PBL) in higher education based on a large sample of first‐year undergraduates from two programmes at a Hong Kong University (n=132). One programme uses an entirely problem‐based approach to learning, whilst the other uses traditional methods.

Design/methodology/approach

Using the Learning and Study Strategies Inventory (LASSI) as a measure of metacognition, differences in metacognitive development are explored between each group of students between the beginning and end of their first 15 months in each programme.

Findings

Despite significantly weaker entry scores on the LASSI, the mean final scores, taken after 15 months and three semesters of study in the different curriculum environments demonstrate dramatic improvements in metacognition for the PBL group. In addition, analysis of student learning experience measured at the end of the programme revealed that the PBL group reported significantly higher scores in their overall course satisfaction and generic skills development.

Practical implications

The paper argues that, in addition to the formal learning context, everyday challenges emerging from the additional new social contexts provided by problem‐based curricula provide fertile environments for the development of metacognition and enhancement of the learning experience. The implications of PBL environments on fostering constructivist learning and enhancing student experience are discussed.

Originality/value

This research is original in its use of the LASSI inventory as a pre‐ and post‐measure of metacognitive development in undergraduates. This is an online questionnaire administered to two groups of students following similar programmes except one is problem based and the other more traditional, and the results are strikingly significant.

Details

Multicultural Education & Technology Journal, vol. 5 no. 1
Type: Research Article
ISSN: 1750-497X

Keywords

Open Access
Article
Publication date: 1 June 2009

Mohammed B. Lahkim, Gregory J. Skulmoski and Russel E. Bruhn

This paper investigates the integration of leadership training into IT curricula to develop current and future skills needed by the IT job market. The technical and non-technical…

Abstract

This paper investigates the integration of leadership training into IT curricula to develop current and future skills needed by the IT job market. The technical and non-technical skills required for IT professionals are presented and a conceptual model for including leadership training in technical courses is outlined. To implement this model, we adopted the Problem-Based Learning approach to teach an IT course. Qualitative and quantitative data were gathered, through a survey, from 52 undergraduate students in the College of Information Technology at Zayed University. Our results show that our adopted approach was successful in teaching IT skills as well as developing leadership skills. Given these findings, we highlight the importance and feasibility of integrating leadership development on a daily basis within technical courses to develop both the technical and non technical skills required by the job market.

Details

Learning and Teaching in Higher Education: Gulf Perspectives, vol. 6 no. 1
Type: Research Article
ISSN: 2077-5504

Abstract

Details

Advances in Accounting Education Teaching and Curriculum Innovations
Type: Book
ISBN: 978-0-76231-035-7

Article
Publication date: 6 March 2009

Eric P. Werth

Staff at Idaho Peace Officer Standards and Training developed a 70‐hour problem‐based learning exercise (PBLE) and integrated this program into the existing Basic Patrol Officer…

2290

Abstract

Purpose

Staff at Idaho Peace Officer Standards and Training developed a 70‐hour problem‐based learning exercise (PBLE) and integrated this program into the existing Basic Patrol Officer Academy. This paper aims to examine the effectiveness of PBL in developing subject‐specific policing knowledge as well as decision‐making, problem‐solving, and collaboration skills.

Design/methodology/approach

Following the PBLE, students completed an in‐depth survey prompting feedback on the ability of the program to develop various skills known to be important to policing. These self‐reported data were collected from 122 students over three academy sessions and evaluated by Chi‐square statistical analysis.

Findings

Results indicate that the pilot PBLE is significant in helping students develop new policing skills, demonstrating how information learned in class applies to field work, aiding in recall of class material, developing problem‐solving skills, and learning skills needed to work in groups in the law enforcement field (p<0.01).

Research limitations/implications

This research demonstrates that PBLEs can be effective in developing difficult‐to‐teach skills. The pilot program also helps students discover how material presented in class applies to fieldwork. A program able to bridge the gap between information recall and application would be a significant addition to any training.

Originality/value

Research demonstrating the effectiveness of programs based on PBL philosophy is difficult to find, particularly in relation to law police training. The experience of students who have been through the Idaho program is a valuable step towards filling this void. The program also demonstrates that some of the purposed benefits of PBL can be achieved without necessitating a rewrite in training curriculum.

Details

Policing: An International Journal of Police Strategies & Management, vol. 32 no. 1
Type: Research Article
ISSN: 1363-951X

Keywords

Article
Publication date: 21 February 2020

Ugochukwu Chinonso Okolie, Elisha Nwonu Elom, Paul Agu Igwe, Michael Olayinka Binuomote, Chinyere Augusta Nwajiuba and Ntasiobi C.N. Igu

This study explores how the implementation of problem-based learning (PBL) in technical and vocational education training (TVET) systems of Nigerian higher education (HE) can…

Abstract

Purpose

This study explores how the implementation of problem-based learning (PBL) in technical and vocational education training (TVET) systems of Nigerian higher education (HE) can enhance quality graduate outcomes. The study also explores the issues and challenges of PBL implementation in the TVET system of Nigerian HE.

Design/methodology/approach

This study follows the assumptions of qualitative research. The authors interviewed 55 participants and had a focus group with 7 TVET postgraduate students. The 55 interviewees were drawn from TVET teachers (n = 33; 24 males and 9 females), Directors at National Board for Technical Education (n = 4; 3 males and 1 female), Directors of National Directorate of Employment (n = 5; 3 males and 2 females), Directors at the Federal Ministry of Education (n = 3 males), and industry executives (n = 10; 7 males and 3 females). Data were collected through a semistructured interview approach, transcribed and coded using NVivo 12 plus and analyzed through thematic analysis.

Findings

The results show that PBL in the Nigerian TVET system has positive implications for quality TVET graduate outcomes in that it can enable integrating theory and practice, motivate learning, improve students' self-efficacy, allow students to construct learning on their own, enhance graduate competencies and graduate employability. It also revealed six perceived possible major challenges to effective implementation of PBL in the Nigerian TVET system, which includes inadequacy of teaching and learning facilities; corruption in Nigerian education sector; recruitment of unqualified incompetent TVET teachers; difficulties in identifying real-life problems, among others. Participants offered benchmarks and actions and standards for improving the identified challenges, which formed a framework for coping with issues, challenges, and barriers to effective implementation of PBL in the TVET system of Nigerian HE (Table 1).

Originality/value

The results of this study are original and serve as an advocacy for Nigerian HE authorities to explore how PBL can be implemented in the TVET system to improve graduate outcomes. The study serves as a starting point for more research in the domain of improving the quality of TVET programs in Nigerian HE. Industry leaders and policymakers in Nigeria and other developing countries could use the findings from this study to increase HE and industry participation and partnership for quality of TVET program.

Details

Higher Education, Skills and Work-Based Learning, vol. 11 no. 1
Type: Research Article
ISSN: 2042-3896

Keywords

Article
Publication date: 22 March 2011

Chen Schechter

This article aims to reinterpret principal preparatory programs to also include the collective learning‐from‐success process (success‐based learning), thus providing a…

2162

Abstract

Purpose

This article aims to reinterpret principal preparatory programs to also include the collective learning‐from‐success process (success‐based learning), thus providing a complementary instructional framework on how to prepare principals for today's public school reality.

Design/methodology/approach

The discussion reviews the core leadership capacities for today's and tomorrow's principalship and the need to rethink principal preparatory programs accordingly. The interrelationship between problems and learning is described, coupled with the possibilities and limitations of problem‐based learning. Success‐based learning is then described, enumerating its potentials and pitfalls.

Findings

The paper finds that focusing on both learning from problems and learning from successes in leadership education may better develop prospective principals' leadership capacities necessary to lead schools in a dynamic environment.

Originality/value

The paper highlights the need to conceptualize and empirically investigate problem‐based learning and success‐based learning as interrelated instructional frameworks that are both necessary to develop effective future leaders.

Details

Journal of Educational Administration, vol. 49 no. 2
Type: Research Article
ISSN: 0957-8234

Keywords

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