Problem based learning: the effect of real time data on the website to student independence

NASA Astrophysics Data System (ADS)

Setyowidodo, I.; Pramesti, Y. S.; Handayani, A. D.

2018-05-01

Learning science developed as an integrative science rather than disciplinary education, the reality of the nation character development has not been able to form a more creative and independent Indonesian man. Problem Based Learning based on real time data in the website is a learning method focuses on developing high-level thinking skills in problem-oriented situations by integrating technology in learning. The essence of this study is the presentation of authentic problems in the real time data situation in the website. The purpose of this research is to develop student independence through Problem Based Learning based on real time data in website. The type of this research is development research with implementation using purposive sampling technique. Based on the study there is an increase in student self-reliance, where the students in very high category is 47% and in the high category is 53%. This learning method can be said to be effective in improving students learning independence in problem-oriented situations.

The effectiveness of problem-based learning on students’ problem solving ability in vector analysis course

NASA Astrophysics Data System (ADS)

Mushlihuddin, R.; Nurafifah; Irvan

2018-01-01

The student’s low ability in mathematics problem solving proved to the less effective of a learning process in the classroom. Effective learning was a learning that affects student’s math skills, one of which is problem-solving abilities. Problem-solving capability consisted of several stages: understanding the problem, planning the settlement, solving the problem as planned, re-examining the procedure and the outcome. The purpose of this research was to know: (1) was there any influence of PBL model in improving ability Problem solving of student math in a subject of vector analysis?; (2) was the PBL model effective in improving students’ mathematical problem-solving skills in vector analysis courses? This research was a quasi-experiment research. The data analysis techniques performed from the test stages of data description, a prerequisite test is the normality test, and hypothesis test using the ANCOVA test and Gain test. The results showed that: (1) there was an influence of PBL model in improving students’ math problem-solving abilities in vector analysis courses; (2) the PBL model was effective in improving students’ problem-solving skills in vector analysis courses with a medium category.

Problem Order Implications for Learning

ERIC Educational Resources Information Center

Li, Nan; Cohen, William W.; Koedinger, Kenneth R.

2013-01-01

The order of problems presented to students is an important variable that affects learning effectiveness. Previous studies have shown that solving problems in a blocked order, in which all problems of one type are completed before the student is switched to the next problem type, results in less effective performance than does solving the problems…

Effects of problem-based learning vs. traditional lecture on Korean nursing students' critical thinking, problem-solving, and self-directed learning.

PubMed

Choi, Eunyoung; Lindquist, Ruth; Song, Yeoungsuk

2014-01-01

Problem-based learning (PBL) is a method widely used in nursing education to develop students' critical thinking skills to solve practice problems independently. Although PBL has been used in nursing education in Korea for nearly a decade, few studies have examined its effects on Korean nursing students' learning outcomes, and few Korean studies have examined relationships among these outcomes. The objectives of this study are to examine outcome abilities including critical thinking, problem-solving, and self-directed learning of nursing students receiving PBL vs. traditional lecture, and to examine correlations among these outcome abilities. A quasi-experimental non-equivalent group pretest-posttest design was used. First-year nursing students (N=90) were recruited from two different junior colleges in two cities (GY and GJ) in South Korea. In two selected educational programs, one used traditional lecture methods, while the other used PBL methods. Standardized self-administered questionnaires of critical thinking, problem-solving, and self-directed learning abilities were administered before and at 16weeks (after instruction). Learning outcomes were significantly positively correlated, however outcomes were not statistically different between groups. Students in the PBL group improved across all abilities measured, while student scores in the traditional lecture group decreased in problem-solving and self-directed learning. Critical thinking was positively associated with problem-solving and self-directed learning (r=.71, and r=.50, respectively, p<.001); problem-solving was positively associated with self-directed learning (r=.75, p<.001). Learning outcomes of PBL were not significantly different from traditional lecture in this small underpowered study, despite positive trends. Larger studies are recommended to study effects of PBL on critical student abilities. Copyright © 2013 Elsevier Ltd. All rights reserved.

Problem Based Learning and the scientific process

NASA Astrophysics Data System (ADS)

Schuchardt, Daniel Shaner

This research project was developed to inspire students to constructively use problem based learning and the scientific process to learn middle school science content. The student population in this study consisted of male and female seventh grade students. Students were presented with authentic problems that are connected to physical and chemical properties of matter. The intent of the study was to have students use the scientific process of looking at existing knowledge, generating learning issues or questions about the problems, and then developing a course of action to research and design experiments to model resolutions to the authentic problems. It was expected that students would improve their ability to actively engage with others in a problem solving process to achieve a deeper understanding of Michigan's 7th Grade Level Content Expectations, the Next Generation Science Standards, and a scientific process. Problem based learning was statistically effective in students' learning of the scientific process. Students statistically showed improvement on pre to posttest scores. The teaching method of Problem Based Learning was effective for seventh grade science students at Dowagiac Middle School.

Constructivist, Problem-Based Learning Does Work: A Meta-Analysis of Curricular Comparisons Involving a Single Medical School

ERIC Educational Resources Information Center

Schmidt, Henk G.; van der Molen, Henk T.; te Winkel, Wilco W. R.; Wijnen, Wynand H. F. W.

2009-01-01

Effects of problem-based learning as reported in curricular comparison studies have been shown to be inconsistent over different medical schools. Therefore, we decided to summarize effects of a single well-established problem-based curriculum rather than to add up sometimes-conflicting findings from different problem-based curricula. Effect sizes…

A comparison of problem-based learning and conventional teaching in nursing ethics education.

PubMed

Lin, Chiou-Fen; Lu, Meei-Shiow; Chung, Chun-Chih; Yang, Che-Ming

2010-05-01

The aim of this study was to compare the learning effectiveness of peer tutored problem-based learning and conventional teaching of nursing ethics in Taiwan. The study adopted an experimental design. The peer tutored problem-based learning method was applied to an experimental group and the conventional teaching method to a control group. The study sample consisted of 142 senior nursing students who were randomly assigned to the two groups. All the students were tested for their nursing ethical discrimination ability both before and after the educational intervention. A learning satisfaction survey was also administered to both groups at the end of each course. After the intervention, both groups showed a significant increase in ethical discrimination ability. There was a statistically significant difference between the ethical discrimination scores of the two groups (P < 0.05), with the experimental group on average scoring higher than the control group. There were significant differences in satisfaction with self-motivated learning and critical thinking between the groups. Peer tutored problem-based learning and lecture-type conventional teaching were both effective for nursing ethics education, but problem-based learning was shown to be more effective. Peer tutored problem-based learning has the potential to enhance the efficacy of teaching nursing ethics in situations in which there are personnel and resource constraints.

Problem-Based Learning: A Critical Rationalist Perspective

ERIC Educational Resources Information Center

Parton, Graham; Bailey, Richard

2008-01-01

Although problem-based learning is being adopted by many institutions around the world as an effective model of learning in higher education, there is a surprising lack of critique in the problem-based learning literature in relation to its philosophical characteristics. This paper explores epistemology as a starting point for investigating the…

Examining the Effectiveness of Team-Based Learning (TBL) in Different Classroom Settings

ERIC Educational Resources Information Center

Yuretich, Richard F.; Kanner, Lisa C.

2015-01-01

The problem of effective learning in college classrooms, especially in a large lecture setting, has been a topic of discussion for a considerable span of time. Most efforts to improve learning incorporate various forms of student-active learning, such as in-class investigations or problems, group discussions, collaborative examinations and…

A Tutorial Programme to Enhance Psychiatry Learning Processes within a PBL-Based Course

ERIC Educational Resources Information Center

Hood, Sean; Chapman, Elaine

2011-01-01

This paper describes a tutorial programme developed at the University of Western Australia (UWA) to enhance medical students' learning processes within problem-based learning contexts. The programme encourages students to use more effective learning approaches by scaffolding the development of effective problem-solving strategies, and by reducing…

Effects of the SOLVE Strategy on the Mathematical Problem Solving Skills of Secondary Students with Learning Disabilities

ERIC Educational Resources Information Center

Freeman-Green, Shaqwana M.; O'Brien, Chris; Wood, Charles L.; Hitt, Sara Beth

2015-01-01

This study examined the effects of explicit instruction in the SOLVE Strategy on the mathematical problem solving skills of six Grade 8 students with specific learning disabilities. The SOLVE Strategy is an explicit instruction, mnemonic-based learning strategy designed to help students in solving mathematical word problems. Using a multiple probe…

Getting to the Root of the Problem in Experiential Learning: Using Problem Solving and Collective Reflection to Improve Learning Outcomes

ERIC Educational Resources Information Center

Miller, Richard J.; Maellaro, Rosemary

2016-01-01

Experiential learning alone does not guarantee that students will accurately conceptualize content, or meet course outcomes in subsequent active experimentation stages. In an effort to more effectively meet learning objectives, the experiential learning cycle was modified with a unique combination of the 5 Whys root cause problem-solving tool and…

The role of context in preschool learning: a multilevel examination of the contribution of context-specific problem behaviors and classroom process quality to low-income children's approaches to learning.

PubMed

Domínguez, Ximena; Vitiello, Virginia E; Fuccillo, Janna M; Greenfield, Daryl B; Bulotsky-Shearer, Rebecca J

2011-04-01

Research suggests that promoting adaptive approaches to learning early in childhood may help close the gap between advantaged and disadvantaged children. Recent research has identified specific child-level and classroom-level variables that are significantly associated with preschoolers' approaches to learning. However, further research is needed to understand the interactive effects of these variables and determine whether classroom-level variables buffer the detrimental effects of child-level risk variables. Using a largely urban and minority sample (N=275) of preschool children, the present study examined the additive and interactive effects of children's context-specific problem behaviors and classroom process quality dimensions on children's approaches to learning. Teachers rated children's problem behavior and approaches to learning and independent assessors conducted classroom observations to assess process quality. Problem behaviors in structured learning situations and in peer and teacher interactions were found to negatively predict variance in approaches to learning. Classroom process quality domains did not independently predict variance in approaches to learning. Nonetheless, classroom process quality played an important role in these associations; high emotional support buffered the detrimental effects of problem behavior, whereas high instructional support exacerbated them. The findings of this study have important implications for classroom practices aimed at helping children who exhibit problem behaviors. Copyright © 2010 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Research and Teaching: Assessing the Effect of Problem-Based Learning on Undergraduate Student Learning in Biomechanics

ERIC Educational Resources Information Center

Mandeville, David; Stoner, Mark

2015-01-01

The aim of this study was to assess the effect of using the problem-based learning (PBL) teaching strategy on student academic achievement and secondary learning outcomes when compared with the traditional lecture (TL) for an undergraduate Biomechanics course. Successive undergraduate Biomechanics courses--a TL cohort and a PBL cohort--were…

Effective Trust-Aware E-learning Recommender System Based on Learning Styles and Knowledge Levels

ERIC Educational Resources Information Center

Dwivedi, Pragya; Bharadwaj, Kamal K.

2013-01-01

In the age of information explosion, e-learning recommender systems (ELRSs) have emerged as the most essential tool to deliver personalized learning resources to learners. Due to enormous amount of information on the web, learner faces problem in searching right information. ELRSs deal with the problem of information overload effectively and…

Assessing the Effectiveness of STAD Model and Problem Based Learning in Mathematics Learning Achievement and Problem Solving Ability

ERIC Educational Resources Information Center

Rattanatumma, Tawachai; Puncreobutr, Vichian

2016-01-01

The objective of this study was to compare the effectiveness of teaching methods in improving Mathematics Learning Achievement and Problem solving ability of students at an international college. This is a Quasi-Experimental Research which was done the study with the first year students who have registered to study Mathematics subject at St.…

Instructional Designers' Media Selection Practices for Distributed Problem-Based Learning Environments

ERIC Educational Resources Information Center

Fells, Stephanie

2012-01-01

The design of online or distributed problem-based learning (dPBL) is a nascent, complex design problem. Instructional designers are challenged to effectively unite the constructivist principles of problem-based learning (PBL) with appropriate media in order to create quality dPBL environments. While computer-mediated communication (CMC) tools and…

The Effectiveness of Problem-Based Learning on Teaching the First Law of Thermodynamics

ERIC Educational Resources Information Center

Tatar, Erdal; Oktay, Munir

2011-01-01

Background: Problem-based learning (PBL) is a teaching approach working in cooperation with self-learning and involving research to solve real problems. The first law of thermodynamics states that energy can neither be created nor destroyed, but that energy is conserved. Students had difficulty learning or misconceptions about this law. This study…

Testing the effectiveness of problem-based learning with learning-disabled students in biology

NASA Astrophysics Data System (ADS)

Guerrera, Claudia Patrizia

The purpose of the present study was to investigate the effects of problem-based learning (PBL) with learning-disabled (LD) students. Twenty-four students (12 dyads) classified as LD and attending a school for the learning-disabled participated in the study. Students engaged in either a computer-based environment involving BioWorld, a hospital simulation designed to teach biology students problem-solving skills, or a paper-and-pencil version based on the computer program. A hybrid model of learning was adopted whereby students were provided with direct instruction on the digestive system prior to participating in a problem-solving activity. Students worked in dyads and solved three problems involving the digestive system in either a computerized or a paper-and-pencil condition. The experimenter acted as a coach to assist students throughout the problem-solving process. A follow-up study was conducted, one month later, to measure the long-term learning gains. Quantitative and qualitative methods were used to analyze three types of data: process data, outcome data, and follow-up data. Results from the process data showed that all students engaged in effective collaboration and became more systematic in their problem solving over time. Findings from the outcome and follow-up data showed that students in both treatment conditions, made both learning and motivational gains and that these benefits were still evident one month later. Overall, results demonstrated that the computer facilitated students' problem solving and scientific reasoning skills. Some differences were noted in students' collaboration and the amount of assistance required from the coach in both conditions. Thus, PBL is an effective learning approach with LD students in science, regardless of the type of learning environment. These results have implications for teaching science to LD students, as well as for future designs of educational software for this population.

Problem-Based Learning

ERIC Educational Resources Information Center

Allen, Deborah E.; Donham, Richard S.; Bernhardt, Stephen A.

2011-01-01

In problem-based learning (PBL), students working in collaborative groups learn by resolving complex, realistic problems under the guidance of faculty. There is some evidence of PBL effectiveness in medical school settings where it began, and there are numerous accounts of PBL implementation in various undergraduate contexts, replete with…

Effect of Environmental Education Based on Transformational Learning Theory on Perceptions towards Environmental Problems and Permanency of Learning

ERIC Educational Resources Information Center

Uyanik, Gökhan

2016-01-01

The aim of the study is to determine effect of environmental education based on transformational learning theory on primary school teacher candidates' perceptions towards environmental problems and permanency of learning. Pretest-posttest quasi-experimental design have been used in this study. The study group consists of 66 teacher candidates who…

Moving to Learn: How Guiding the Hands Can Set the Stage for Learning

ERIC Educational Resources Information Center

Brooks, Neon; Goldin-Meadow, Susan

2016-01-01

Previous work has found that guiding problem-solvers' movements can have an immediate effect on their ability to solve a problem. Here we explore these processes in a learning paradigm. We ask whether guiding a learner's movements can have a delayed effect on learning, setting the stage for change that comes about only after instruction. Children…

The Effectiveness of the Chemistry Problem Based Learning (PBL) via FB among Pre-University Students

ERIC Educational Resources Information Center

Sunar, Mohd Shahir Mohamed; Shaari, Ahmad Jelani

2017-01-01

The impact of social media, such as Facebook in various fields including education is undeniable. The main objective of this study is to examine the effect of the interaction between students' learning styles and learning approaches on their achievements in the chemistry subject using the Problem-Based Learning (PBL) method through Facebook. The…

Examining the Preparatory Effects of Problem Generation and Solution Generation on Learning from Instruction

ERIC Educational Resources Information Center

Kapur, Manu

2018-01-01

The goal of this paper is to isolate the preparatory effects of problem-generation from solution generation in problem-posing contexts, and their underlying mechanisms on learning from instruction. Using a randomized-controlled design, students were assigned to one of two conditions: (a) problem-posing with solution generation, where they…

Does Problem-Based Learning Improve Problem Solving Skills?--A Study among Business Undergraduates at Malaysian Premier Technical University

ERIC Educational Resources Information Center

Kadir, Z. Abdul; Abdullah, N. H.; Anthony, E.; Salleh, B. Mohd; Kamarulzaman, R.

2016-01-01

Problem-based Learning (PBL) approach has been widely used in various disciplines since it is claimed to improve students' soft skills. However, empirical supports on the effect of PBL on problem solving skills have been lacking and anecdotal in nature. This study aimed to determine the effect of PBL approach on students' problem solving skills…

Challenge of engaging all students via self-paced interactive electronic learning tutorials for introductory physics

NASA Astrophysics Data System (ADS)

DeVore, Seth; Marshman, Emily; Singh, Chandralekha

2017-06-01

As research-based, self-paced electronic learning tools become increasingly available, a critical issue educators encounter is implementing strategies to ensure that all students engage with them as intended. Here, we first discuss the effectiveness of electronic learning tutorials as self-paced learning tools in large enrollment brick and mortar introductory physics courses and then propose a framework for helping students engage effectively with the learning tools. The tutorials were developed via research in physics education and were found to be effective for a diverse group of introductory physics students in one-on-one implementation. Instructors encouraged the use of these tools in a self-paced learning environment by telling students that they would be helpful for solving the assigned homework problems and that the underlying physics principles in the tutorial problems would be similar to those in the in-class quizzes (which we call paired problems). We find that many students in the courses in which these interactive electronic learning tutorials were assigned as a self-study tool performed poorly on the paired problems. In contrast, a majority of student volunteers in one-on-one implementation greatly benefited from the tutorials and performed well on the paired problems. The significantly lower overall performance on paired problems administered as an in-class quiz compared to the performance of student volunteers who used the research-based tutorials in one-on-one implementation suggests that many students enrolled in introductory physics courses did not effectively engage with the tutorials outside of class and may have only used them superficially. The findings suggest that many students in need of out-of-class remediation via self-paced learning tools may have difficulty motivating themselves and may lack the self-regulation and time-management skills to engage effectively with tools specially designed to help them learn at their own pace. We conclude by proposing a theoretical framework to help students with diverse prior preparations engage effectively with self-paced learning tools.

Problem-Based Learning Approaches in Meteorology

ERIC Educational Resources Information Center

Charlton-Perez, Andrew James

2013-01-01

Problem-Based Learning, despite recent controversies about its effectiveness, is used extensively as a teaching method throughout higher education. In meteorology, there has been little attempt to incorporate Problem-Based Learning techniques into the curriculum. Motivated by a desire to enhance the reflective engagement of students within a…

Deep and surface learning in problem-based learning: a review of the literature.

PubMed

Dolmans, Diana H J M; Loyens, Sofie M M; Marcq, Hélène; Gijbels, David

2016-12-01

In problem-based learning (PBL), implemented worldwide, students learn by discussing professionally relevant problems enhancing application and integration of knowledge, which is assumed to encourage students towards a deep learning approach in which students are intrinsically interested and try to understand what is being studied. This review investigates: (1) the effects of PBL on students' deep and surface approaches to learning, (2) whether and why these effects do differ across (a) the context of the learning environment (single vs. curriculum wide implementation), and (b) study quality. Studies were searched dealing with PBL and students' approaches to learning. Twenty-one studies were included. The results indicate that PBL does enhance deep learning with a small positive average effect size of .11 and a positive effect in eleven of the 21 studies. Four studies show a decrease in deep learning and six studies show no effect. PBL does not seem to have an effect on surface learning as indicated by a very small average effect size (.08) and eleven studies showing no increase in the surface approach. Six studies demonstrate a decrease and four an increase in surface learning. It is concluded that PBL does seem to enhance deep learning and has little effect on surface learning, although more longitudinal research using high quality measurement instruments is needed to support this conclusion with stronger evidence. Differences cannot be explained by the study quality but a curriculum wide implementation of PBL has a more positive impact on the deep approach (effect size .18) compared to an implementation within a single course (effect size of -.05). PBL is assumed to enhance active learning and students' intrinsic motivation, which enhances deep learning. A high perceived workload and assessment that is perceived as not rewarding deep learning are assumed to enhance surface learning.

Effectiveness of Problem-Based Learning in Introductory Business Courses

ERIC Educational Resources Information Center

Hartman, Katherine B.; Moberg, Christopher R.; Lambert, Jamie M.

2013-01-01

Problem-based learning (PBL) is an instructional approach that provides learners with opportunities to identify solutions to ill-structured, real-world problems. Previous research provides evidence to support claims about the positive effects of PBL on cognitive skill development and knowledge retention. This study contributes to existing…

Enhancing Teacher Education Students' Generic Skills through Problem-Based Learning

ERIC Educational Resources Information Center

Murray-Harvey, Rosalind; Curtis, David D.; Cattley, Georgina; Slee, Phillip T.

2005-01-01

Claims made for the value of problem-based learning (PBL) as an effective method for professional education programmes draw on constructivist principles of teaching and learning to achieve essential content knowledge, higher order thinking skills, and a team approach to problem-solving through the interdisciplinary, student-directed study of…

The Effect of Problem-Based Learning on Undergraduate Students' Learning about Solutions and Their Physical Properties and Scientific Processing Skills

ERIC Educational Resources Information Center

Tosun, Cemal; Taskesenligil, Yavuz

2013-01-01

The aim of this study was to investigate the effect of Problem-Based Learning (PBL) on undergraduate students' learning about solutions and their physical properties, and on their scientific processing skills. The quasi experimental study was carried out through non-equivalent control and comparison groups pre-post test design. The data were…

Is blended learning and problem-based learning course design suited to develop future public health leaders? An explorative European study.

PubMed

Könings, Karen D; de Jong, Nynke; Lohrmann, Christa; Sumskas, Linas; Smith, Tony; O'Connor, Stephen J; Spanjers, Ingrid A E; Van Merriënboer, Jeroen J G; Czabanowska, Katarzyna

2018-01-01

Public health leaders are confronted with complex problems, and developing effective leadership competencies is essential. The teaching of leadership is still not common in public health training programs around the world. A reconceptualization of professional training is needed and can benefit from innovative educational approaches. Our aim was to explore learners' perceptions of the effectiveness and appeal of a public health leadership course using problem-based, blended learning methods that used virtual learning environment technologies. In this cross-sectional evaluative study, the Self-Assessment Instrument of Competencies for Public Health Leaders was administered before and after an online, blended-learning, problem-based (PBL) leadership course. An evaluation questionnaire was also used to measure perceptions of blended learning, problem-based learning, and tutor functioning among 19 public health professionals from The Netherlands ( n  = 8), Lithuania ( n  = 5), and Austria ( n  = 6).Participants showed overall satisfaction and knowledge gains related to public health leadership competencies in six of eight measured areas, especially Political Leadership and Systems Thinking. Some perceptions of blended learning and PBL varied between the institutions. This might have been caused by lack of experience of the educational approaches, differing professional backgrounds, inexperience of communicating in the online setting, and different expectations towards the course. Blended, problem-based learning might be an effective way to develop leadership competencies among public health professionals in international and interdisciplinary context.

Comparing Problem-Based Learning Students to Students in a Lecture-Based Curriculum: Learning Strategies and the Relation with Self-Study Time

ERIC Educational Resources Information Center

Wijnen, Marit; Loyens, Sofie M. M.; Smeets, Guus; Kroeze, Maarten; van der Molen, Henk

2017-01-01

In educational theory, deep processing (i.e., connecting different study topics together) and self-regulation (i.e., taking control over one's own learning process) are considered effective learning strategies. These learning strategies can be influenced by the learning environment. Problem-based learning (PBL), a student-centered educational…

Scheduling Projects with Multiskill Learning Effect

PubMed Central

2014-01-01

We investigate the project scheduling problem with multiskill learning effect. A new model is proposed to deal with the problem, where both autonomous and induced learning are considered. In order to obtain the optimal solution, a genetic algorithm with specific encoding and decoding schemes is introduced. A numerical example is used to illustrate the proposed model. The computational results show that the learning effect cannot be neglected in project scheduling. By means of determining the level of induced learning, the project manager can balance the project makespan with total cost. PMID:24683355

Scheduling projects with multiskill learning effect.

PubMed

Zha, Hong; Zhang, Lianying

2014-01-01

We investigate the project scheduling problem with multiskill learning effect. A new model is proposed to deal with the problem, where both autonomous and induced learning are considered. In order to obtain the optimal solution, a genetic algorithm with specific encoding and decoding schemes is introduced. A numerical example is used to illustrate the proposed model. The computational results show that the learning effect cannot be neglected in project scheduling. By means of determining the level of induced learning, the project manager can balance the project makespan with total cost.

Mnemonic Instruction in Science and Social Studies for Students with Learning Problems: A Review

ERIC Educational Resources Information Center

Lubin, Jacqueline; Polloway, Edward A.

2016-01-01

Over the years, mnemonic instruction has been promoted as an effective strategy to teach students with learning problems including learning disabilities (LD) or mild intellectual disability (MID). This paper discusses mnemonic instruction, including types, versatility in use, and effectiveness with struggling learners. Specific emphasis then is…

Investigating Effects of Problem-Based versus Lecture-Based Learning Environments on Student Motivation

ERIC Educational Resources Information Center

Wijnia, Lisette; Loyens, Sofie M. M.; Derous, Eva

2011-01-01

This study examines the effects of two learning environments (i.e., problem-based learning [PBL] versus lecture-based [LB] environments) on undergraduates' study motivation. Survey results demonstrated that PBL students scored higher on competence but did not differ from LB students on autonomous motivation. Analyses of focus groups further…

Effective use of real-life events as tools for teaching-learning clinical pharmacology in a problem-based learning curriculum.

PubMed

James, Henry; Al Khaja, Khalid A; Sequeira, Reginald P

2015-01-01

This paper describes how in a problem-based learning (PBL) medical curriculum, having identified the learning outcomes, problems can be developed from real-life events for teaching-learning clinical pharmacology topics for which PBL cases might be inadequate. Such problems can be very interesting and educational. Using the story of the development and withdrawal of rofecoxib (Vioxx(®)), we developed a problem for undergraduate medical students to address important issues related to clinical pharmacology and therapeutics such as new drug development, preclinical testing, clinical trials, adverse drug reactions, professionalism, and critical appraisal of literature. These topics would otherwise be difficult to address in patient-based problems. The evaluation of the problem based on pooled feedback from 57 tutorial groups, each comprising 8-10 students, collected over 5 years, supported the effectiveness of the problem. A systematic approach described in this paper can be used for the development and validation of educational material for introducing focal topics of pharmacology/clinical pharmacology integrated with other disciplines in innovative medical (and other health profession) curricula.

Implementation of Problem Based Learning Model in Concept Learning Mushroom as a Result of Student Learning Improvement Efforts Guidelines for Teachers

ERIC Educational Resources Information Center

Rubiah, Musriadi

2016-01-01

Problem based learning is a training strategy, students work together in groups, and take responsibility for solving problems in a professional manner. Instructional materials such as textbooks become the main reference of students in study of mushrooms, especially the material is considered less effective in responding to the information needs of…

Problem based learning with scaffolding technique on geometry

NASA Astrophysics Data System (ADS)

Bayuningsih, A. S.; Usodo, B.; Subanti, S.

2018-05-01

Geometry as one of the branches of mathematics has an important role in the study of mathematics. This research aims to explore the effectiveness of Problem Based Learning (PBL) with scaffolding technique viewed from self-regulation learning toward students’ achievement learning in mathematics. The research data obtained through mathematics learning achievement test and self-regulated learning (SRL) questionnaire. This research employed quasi-experimental research. The subjects of this research are students of the junior high school in Banyumas Central Java. The result of the research showed that problem-based learning model with scaffolding technique is more effective to generate students’ mathematics learning achievement than direct learning (DL). This is because in PBL model students are more able to think actively and creatively. The high SRL category student has better mathematic learning achievement than middle and low SRL categories, and then the middle SRL category has better than low SRL category. So, there are interactions between learning model with self-regulated learning in increasing mathematic learning achievement.

Enhance Low-Achieving Students' Learning Involvement in Taiwan's Higher Education: An Approach via E-Learning with Problem-Based Learning and Self-Regulated Learning

ERIC Educational Resources Information Center

Lee, Tsang-Hsiung; Shen, Pei-Di; Tsai, Chia-Wen

2010-01-01

This study explored the effects of web-enabled pedagogies on students' involvement in learning. A series of quasi-experiments were conducted to investigate whether students' involvement increases over time if intervened, respectively, by problem-based learning (PBL), self-regulated learning (SRL), and their combinations. Two classes of 102…

The Effects of Problem-Based Learning on Pre-Service Teachers' Critical Thinking Dispositions and Perceptions of Problem-Solving Ability

ERIC Educational Resources Information Center

Temel, Senar

2014-01-01

The aim of this study was two-fold. The first aim was to determine the levels of critical thinking disposition and perception of problem-solving ability of pre-service teachers. The second aim was to compare the effects of problem-based learning and traditional teaching methods on the critical thinking dispositions and perceptions of…

Effects of Variation and Prior Knowledge on Abstract Concept Learning

ERIC Educational Resources Information Center

Braithwaite, David W.; Goldstone, Robert L.

2015-01-01

Learning abstract concepts through concrete examples may promote learning at the cost of inhibiting transfer. The present study investigated one approach to solving this problem: systematically varying superficial features of the examples. Participants learned to solve problems involving a mathematical concept by studying either superficially…

Creating Problem-Based Leadership Learning across the Curriculum

ERIC Educational Resources Information Center

Thompson, Sara E.; Couto, Richard A.

2016-01-01

This chapter explores problem-based learning (PBL) as effective pedagogy to enhance leadership learning. Through institutional examples, research, and personal experiences, the authors provide a rationale for faculty and staff to utilize PBL across the curriculum.

Enhancing students' higher order thinking skills through computer-based scaffolding in problem-based learning

NASA Astrophysics Data System (ADS)

Kim, Nam Ju

This multiple paper dissertation addressed several issues in Problem-based learning (PBL) through conceptual analysis, meta-analysis, and empirical research. PBL is characterized by ill-structured tasks, self-directed learning process, and a combination of individual and cooperative learning activities. Students who lack content knowledge and problem-solving skills may struggle to address associated tasks that are beyond their current ability levels in PBL. This dissertation addressed a) scaffolding characteristics (i.e., scaffolding types, delivery method, customization) and their effects on students' perception of optimal challenge in PBL, b) the possibility of virtual learning environments for PBL, and c) the importance of information literacy for successful PBL learning. Specifically, this dissertation demonstrated the effectiveness of scaffolding customization (i.e., fading, adding, and fading/adding) to enhance students' self-directed learning in PBL. Moreover, the effectiveness of scaffolding was greatest when scaffolding customization is self-selected than based on fixed-time interval and their performance. This suggests that it might be important for students to take responsibility for their learning in PBL and individualized and just-in-time scaffolding can be one of the solutions to address K-12 students' difficulties in improving problem-solving skills and adjusting to PBL.

What Good Teachers Do to Promote Effective Student Learning in a Problem-Based Learning Environment

ERIC Educational Resources Information Center

Goh, Karen

2014-01-01

This qualitative study examines the attributes of effective teachers in a problem-based learning (PBL) classroom, specifically in a polytechnic context in Singapore. The educational beliefs, approaches and strategies of a group of PBL facilitators who have received teaching awards are examined to understand how critical thinking, collaborative and…

Effects of case-based learning on communication skills, problem-solving ability, and learning motivation in nursing students.

PubMed

Yoo, Moon-Sook; Park, Hyung-Ran

2015-06-01

The purpose of this study was to explore the effects of case-based learning on communication skills, problem-solving ability, and learning motivation in sophomore nursing students. In this prospective, quasi-experimental study, we compared the pretest and post-test scores of an experimental group and a nonequivalent, nonsynchronized control group. Both groups were selected using convenience sampling, and consisted of students enrolled in a health communication course in the fall semesters of 2011 (control group) and 2012 (experimental group) at a nursing college in Suwon, South Korea. The two courses covered the same material, but in 2011 the course was lecture-based, while in 2012, lectures were replaced by case-based learning comprising five authentic cases of patient-nurse communication. At post-test, the case-based learning group showed significantly greater communication skills, problem-solving ability, and learning motivation than the lecture-based learning group. This finding suggests that case-based learning is an effective learning and teaching method. © 2014 Wiley Publishing Asia Pty Ltd.

Addressing Cultural Diversity: Effects of a Problem-Based Intercultural Learning Unit

ERIC Educational Resources Information Center

Busse, Vera; Krause, Ulrike-Marie

2015-01-01

This article explores to what extent a problem-based learning unit in combination with cooperative learning and affectively oriented teaching methods facilitates intercultural learning. As part of the study, students reflected on critical incidents, which display misunderstandings or conflicts that arise as a result of cultural differences. In…

Do Learning Approaches of Medical Students Affect Their Satisfaction with Problem-Based Learning?

ERIC Educational Resources Information Center

Gurpinar, Erol; Kulac, Esin; Tetik, Cihat; Akdogan, Ilgaz; Mamakli, Sumer

2013-01-01

The aim of this research was to determine the satisfaction of medical students with problem-based learning (PBL) and their approaches to learning to investigate the effect of learning approaches on their levels of satisfaction. The study group was composed of medical students from three different universities, which apply PBL at different levels…

Effects of Problem-Based Learning Model versus Expository Model and Motivation to Achieve for Student's Physic Learning Result of Senior High School at Class XI

ERIC Educational Resources Information Center

Prayekti

2016-01-01

"Problem-based learning" (PBL) is one of an innovative learning model which can provide an active learning to student, include the motivation to achieve showed by student when the learning is in progress. This research is aimed to know: (1) differences of physic learning result for student group which taught by PBL versus expository…

The Effects of Problem Posing on Student Mathematical Learning: A Meta-Analysis

ERIC Educational Resources Information Center

Rosli, Roslinda; Capraro, Mary Margaret; Capraro, Robert M.

2014-01-01

The purpose of the study was to meta-synthesize research findings on the effectiveness of problem posing and to investigate the factors that might affect the incorporation of problem posing in the teaching and learning of mathematics. The eligibility criteria for inclusion of literature in the meta-analysis was: published between 1989 and 2011,…

The Effects of Cognitive Strategy Instruction on Knowledge of Math Problem-Solving Processes of Middle School Students with Learning Disabilities

ERIC Educational Resources Information Center

Krawec, Jennifer; Huang, Jia; Montague, Marjorie; Kressler, Benikia; de Alba, Amanda Melia

2013-01-01

This study investigated the effectiveness of "Solve It!" instruction on students' knowledge of math problem-solving strategies. "Solve It!" is a cognitive strategy intervention designed to improve the math problem solving of middle school students with learning disabilities (LD). Participants included seventh- and eighth-grade…

Effect of Instructional Strategy on Critical Thinking and Content Knowledge: Using Problem-Based Learning in the Secondary Classroom

ERIC Educational Resources Information Center

Burris, Scott; Garton, Bryan L.

2007-01-01

The purpose of the study was to determine the effect of problem-based learning (PBL) on critical thinking ability and content knowledge among selected secondary agriculture students in Missouri. The study employed a quasi-experimental, non-equivalent comparison group design. The treatment consisted of two instructional strategies: problem-based…

Comparison of Standardized Test Scores from Traditional Classrooms and Those Using Problem-Based Learning

ERIC Educational Resources Information Center

Needham, Martha Elaine

2010-01-01

This research compares differences between standardized test scores in problem-based learning (PBL) classrooms and a traditional classroom for 6th grade students using a mixed-method, quasi-experimental and qualitative design. The research shows that problem-based learning is as effective as traditional teaching methods on standardized tests. The…

Crib Work--An Evaluation of a Problem-Based Learning Experiment: Preliminary Results

ERIC Educational Resources Information Center

Walsh, Vonda K.; Bush, H. Francis

2013-01-01

Problem-based learning has been proven to be successful in both medical colleges and physics classes, but not uniformly across all disciplines. A college course in probability and statistics was used as a setting to test the effectiveness of problem-based learning when applied to homework. This paper compares the performances of the students from…

Problem-Centered Supplemental Instruction in Biology: Influence on Content Recall, Content Understanding, and Problem Solving Ability

ERIC Educational Resources Information Center

Gardner, Joel; Belland, Brian R.

2017-01-01

To address the need for effective, efficient ways to apply active learning in undergraduate biology courses, in this paper, we propose a problem-centered approach that utilizes supplemental web-based instructional materials based on principles of active learning. We compared two supplementary web-based modules using active learning strategies: the…

Problem-based learning versus lecture-based learning in postgraduate medical education.

PubMed

Smits, Paul B; de Buisonjé, Cathelijn D; Verbeek, Jos H; van Dijk, Frank J; Metz, Jaap C; ten Cate, Olle J

2003-08-01

The objective of this study was to investigate the effectiveness of problem-based learning in comparison with lecture-based learning in a postgraduate medical training program concerning the management of mental health problems for occupational health physicians. A randomized controlled trial in 1999, with a mean follow-up of 14 months after the educational intervention, was used involving postgraduate medical education and training for occupational health physicians in The Netherlands, with 118 physicians in training as occupational health physicians. The experimental program was based on the principles of problem-based learning; the control program used the traditional lecture-based approach. Both programs were aimed at improving knowledge of and performance in the occupational management of work-related mental health problems. As the main outcome measures, knowledge tests consisting of true-or-false and open-answer questions and performance in practice based on self-reports and performance indicators were used. Satisfaction with the course was rated by the participants. In both groups, knowledge had increased equally directly after the programs and decreased equally after the follow-up. The gain in knowledge remained positive. The performance indicator scores also increased in both groups, but significantly more so in the problem-based group. The problem-based group was less satisfied with the course. Both forms of postgraduate medical training are effective. In spite of less favorable evaluations, the problem-based program appeared to be more effective than the lecture-based program in improving performance. Both programs, however, were equally effective in improving knowledge levels.

Problem Based Learning: An Alternative to Traditional Education.

ERIC Educational Resources Information Center

Rouse, Michael W.

1990-01-01

A growing number of health care educators are concerned with the effectiveness of the traditional approach for educating health care practitioners. The problem-based learning approach has been advocated as an effective alternative method for addressing many current concerns and for producing a more effective doctor. (Author/MSE)

What Do We Know about Cognitive and Motivational Effects of Small Group Tutorials in Problem-Based Learning?

ERIC Educational Resources Information Center

Dolmans, Diana H. J. M.; Schmidt, Henk G.

2006-01-01

Students collaborating in small groups is a characteristic of problem-based learning (PBL) that is receiving increased consideration in the literature. In this paper findings from studies in this area are synthesized and discussed. A distinction is made between studies focusing on cognitive effects of group learning and studies focusing on…

Effects of Problem-Based Learning on a Fifth Grade Language Arts Classroom

ERIC Educational Resources Information Center

Blackwell, Deborah

2013-01-01

The main purpose of this qualitative research was to discover the effects of problem-based learning on a fifth grade language arts classroom. The secondary purpose was to examine how receptive fifth grade students were to a new way of learning. In this descriptive study, a group of nine students created an alternate reality game as part of a…

The Effects of Mind Mapping with Cooperative Learning on Programming Performance, Problem Solving Skill and Metacognitive Knowledge among Computer Science Students

ERIC Educational Resources Information Center

Ismail, Mohd Nasir; Ngah, Nor Azilah; Umar, Irfan Naufal

2010-01-01

The purpose of the study is to investigate the effects of mind mapping with cooperative learning (MMCL) and cooperative learning (CL) on: (a) programming performance; (b) problem solving skill; and (c) metacognitive knowledge among computer science students in Malaysia. The moderating variable is the students' logical thinking level with two…

PBL: An Evaluation of the Effectiveness of Authentic Problem-Based Learning (aPBL)

ERIC Educational Resources Information Center

Woods, Donald R.

2012-01-01

Many different versions of Problem-based Learning (PBL) are used today. To be consistent in evaluating the effectiveness of PBL, the focus in this paper is on what Howard Barrows called authentic PBL (aPBL). In aPBL students are empowered with the learning process; key distinguishing features are that the students teach each other the new…

Effect of Internet-Based Cognitive Apprenticeship Model (i-CAM) on Statistics Learning among Postgraduate Students.

PubMed

Saadati, Farzaneh; Ahmad Tarmizi, Rohani; Mohd Ayub, Ahmad Fauzi; Abu Bakar, Kamariah

2015-01-01

Because students' ability to use statistics, which is mathematical in nature, is one of the concerns of educators, embedding within an e-learning system the pedagogical characteristics of learning is 'value added' because it facilitates the conventional method of learning mathematics. Many researchers emphasize the effectiveness of cognitive apprenticeship in learning and problem solving in the workplace. In a cognitive apprenticeship learning model, skills are learned within a community of practitioners through observation of modelling and then practice plus coaching. This study utilized an internet-based Cognitive Apprenticeship Model (i-CAM) in three phases and evaluated its effectiveness for improving statistics problem-solving performance among postgraduate students. The results showed that, when compared to the conventional mathematics learning model, the i-CAM could significantly promote students' problem-solving performance at the end of each phase. In addition, the combination of the differences in students' test scores were considered to be statistically significant after controlling for the pre-test scores. The findings conveyed in this paper confirmed the considerable value of i-CAM in the improvement of statistics learning for non-specialized postgraduate students.

The effectiveness of collaborative problem based physics learning (CPBPL) model to improve student’s self-confidence on physics learning

NASA Astrophysics Data System (ADS)

Prahani, B. K.; Suprapto, N.; Suliyanah; Lestari, N. A.; Jauhariyah, M. N. R.; Admoko, S.; Wahyuni, S.

2018-03-01

In the previous research, Collaborative Problem Based Physic Learning (CPBPL) model has been developed to improve student’s science process skills, collaborative problem solving, and self-confidence on physics learning. This research is aimed to analyze the effectiveness of CPBPL model towards the improvement of student’s self-confidence on physics learning. This research implemented quasi experimental design on 140 senior high school students who were divided into 4 groups. Data collection was conducted through questionnaire, observation, and interview. Self-confidence measurement was conducted through Self-Confidence Evaluation Sheet (SCES). The data was analyzed using Wilcoxon test, n-gain, and Kruskal Wallis test. Result shows that: (1) There is a significant score improvement on student’s self-confidence on physics learning (α=5%), (2) n-gain value student’s self-confidence on physics learning is high, and (3) n-gain average student’s self-confidence on physics learning was consistent throughout all groups. It can be concluded that CPBPL model is effective to improve student’s self-confidence on physics learning.

Effects of congruence between preferred and perceived learning environments in nursing education in Taiwan: a cross-sectional study

PubMed Central

Yeh, Ting-Kuang; Huang, Hsiu-Mei; Chan, Wing P; Chang, Chun-Yen

2016-01-01

Objective To investigate the effects of congruence between preferred and perceived learning environments on learning outcomes of nursing students. Setting A nursing course at a university in central Taiwan. Participants 124 Taiwanese nursing students enrolled in a 13-week problem-based Fundamental Nursing curriculum. Design and methods Students' preferred learning environment, perceptions about the learning environment and learning outcomes (knowledge, self-efficacy and attitudes) were assessed. On the basis of test scores measuring their preferred and perceived learning environments, students were assigned to one of two groups: a ‘preferred environment aligned with perceived learning environment’ group and a ‘preferred environment discordant with perceived learning environment’ group. Learning outcomes were analysed by group. Outcome measures Most participants preferred learning in a classroom environment that combined problem-based and lecture-based instruction. However, a mismatch of problem-based instruction with students' perceptions occurred. Learning outcomes were significantly better when students' perceptions of their instructional activities were congruent with their preferred learning environment. Conclusions As problem-based learning becomes a focus of educational reform in nursing, teachers need to be aware of students' preferences and perceptions of the learning environment. Teachers may also need to improve the match between an individual student's perception and a teacher's intention in the learning environment, and between the student's preferred and actual perceptions of the learning environment. PMID:27207620

Representation in incremental learning

NASA Technical Reports Server (NTRS)

1993-01-01

Work focused on two areas in machine learning: representation for inductive learning and how to apply concept learning techniques to learning state preferences, which can represent search control knowledge for problem solving. Specifically, in the first area the issues of the effect of representation on learning, on how learning formalisms are biased, and how concept learning can benefit from the use of a hybrid formalism are addressed. In the second area, the issues of developing an agent to learn search control knowledge from the relative values of states, of the source of that qualitative information, and of the ability to use both quantitative and qualitative information in order to develop an effective problem-solving policy are examined.

Teaching Effective Problem Solving Strategies for Interns

ERIC Educational Resources Information Center

Warren, Louis L.

2005-01-01

This qualitative study investigates what problem solving strategies interns learn from their clinical teachers during their internships. Twenty-four interns who completed their internship in the elementary grades shared what problem solving strategies had the greatest impact upon them in learning how to deal with problems during their internship.…

Group problems in problem-based learning.

PubMed

Hendry, Graham D; Ryan, Greg; Harris, Jennifer

2003-11-01

Successful small-group learning in problem-based learning (PBL) educational programmes relies on functional group processes. However, there has been limited research on PBL group problems, and no studies have been conducted on problems as perceived by both students and tutors in the same educational context. The authors investigated PBL group problems in a graduate-entry medical programme, and report the most common group problems, and those that hinder students' learning the most. The possible causes of individual quietness and dominant behaviour, and potential influences that group problems may have on the tutorial process are summarized in an exploratory model of PBL group dysfunction that could be used to guide further research. Specifically, there is a need for further evidence on which to base guidelines for tutors and students to effectively manage group problems.

Problem-Based Learning: Exploiting Knowledge of How People Learn to Promote Effective Learning

ERIC Educational Resources Information Center

Wood, E. J.

2004-01-01

There is much information from educational psychology studies on how people learn. The thesis of this paper is that we should use this information to guide the ways in which we teach rather than blindly using our traditional methods. In this context, problem-based learning (PBL), as a method of teaching widely used in medical schools but…

Effects of the Digital Game-Development Approach on Elementary School Students' Learning Motivation, Problem Solving, and Learning Achievement

ERIC Educational Resources Information Center

Chu, Hui-Chun; Hung, Chun-Ming

2015-01-01

In this study, the game-based development approach is proposed for improving the learning motivation, problem solving skills, and learning achievement of students. An experiment was conducted on a learning activity of an elementary school science course to evaluate the performance of the proposed approach. A total of 59 sixth graders from two…

The Effect of Inquiry Training Learning Model Based on Just in Time Teaching for Problem Solving Skill

ERIC Educational Resources Information Center

Turnip, Betty; Wahyuni, Ida; Tanjung, Yul Ifda

2016-01-01

One of the factors that can support successful learning activity is the use of learning models according to the objectives to be achieved. This study aimed to analyze the differences in problem-solving ability Physics student learning model Inquiry Training based on Just In Time Teaching [JITT] and conventional learning taught by cooperative model…

Changing Attitudes and Facilitating Understanding in the Undergraduate Statistics Classroom: A Collaborative Learning Approach

ERIC Educational Resources Information Center

Curran, Erin; Carlson, Kerri; Celotta, Dayius Turvold

2013-01-01

Collaborative and problem-based learning strategies are theorized to be effective methods for strengthening undergraduate science, technology, engineering, and mathematics education. Peer-Led Team Learning (PLTL) is a collaborative learning technique that engages students in problem solving and discussion under the guidance of a trained peer…

An Auto-Scoring Mechanism for Evaluating Problem-Solving Ability in a Web-Based Learning Environment

ERIC Educational Resources Information Center

Chiou, Chuang-Kai; Hwang, Gwo-Jen; Tseng, Judy C. R.

2009-01-01

The rapid development of computer and network technologies has attracted researchers to investigate strategies for and the effects of applying information technologies in learning activities; simultaneously, learning environments have been developed to record the learning portfolios of students seeking web information for problem-solving. Although…

Effects of Online Problem-Based Learning on Teachers' Technology Perceptions and Planning

ERIC Educational Resources Information Center

Nelson, Erik T.

2007-01-01

The purpose of this qualitative study was to examine the ways in which the experience of learning through an online problem-based learning (PBL) model affect teachers' perceptions of integrating technology. Participant reflections were collected and analyzed to identify the pros, cons, and challenges of learning technology integration through this…

The effect of Think Pair Share (TPS) using scientific approach on students’ self-confidence and mathematical problem-solving

NASA Astrophysics Data System (ADS)

Rifa’i, A.; Lestari, H. P.

2018-03-01

This study was designed to know the effects of Think Pair Share using Scientific Approach on students' self-confidence and mathematical problem-solving. Quasi-experimental with pre-test post-test non-equivalent group method was used as a basis for design this study. Self-confidence questionnaire and problem-solving test have been used for measurement of the two variables. Two classes of the first grade in religious senior high school (MAN) in Indonesia were randomly selected for this study. Teaching sequence and series from mathematics book at control group in the traditional way and at experiment group has been in TPS using scientific approach learning method. For data analysis regarding students’ problem-solving skill and self-confidence, One-Sample t-Test, Independent Sample t-Test, and Multivariate of Variance (MANOVA) were used. The results showed that (1) TPS using a scientific approach and traditional learning had positive effects (2) TPS using scientific approach learning in comparative with traditional learning had a more significant effect on students’ self-confidence and problem-solving skill.

Problem Posing with Realistic Mathematics Education Approach in Geometry Learning

NASA Astrophysics Data System (ADS)

Mahendra, R.; Slamet, I.; Budiyono

2017-09-01

One of the difficulties of students in the learning of geometry is on the subject of plane that requires students to understand the abstract matter. The aim of this research is to determine the effect of Problem Posing learning model with Realistic Mathematics Education Approach in geometry learning. This quasi experimental research was conducted in one of the junior high schools in Karanganyar, Indonesia. The sample was taken using stratified cluster random sampling technique. The results of this research indicate that the model of Problem Posing learning with Realistic Mathematics Education Approach can improve students’ conceptual understanding significantly in geometry learning especially on plane topics. It is because students on the application of Problem Posing with Realistic Mathematics Education Approach are become to be active in constructing their knowledge, proposing, and problem solving in realistic, so it easier for students to understand concepts and solve the problems. Therefore, the model of Problem Posing learning with Realistic Mathematics Education Approach is appropriately applied in mathematics learning especially on geometry material. Furthermore, the impact can improve student achievement.

The Effect of Agent-Based Lectures on Student Learning and Conceptual Change in an Online Inquiry-Based Learning Environment

ERIC Educational Resources Information Center

Chang, Ju-Yu

2013-01-01

Cognitive load theorists claim that problem-centered instruction is not an effective instruction because it is not compatible with human cognitive structure. They argue that the nature of problem-centered instruction tends to over-load learner working memory capacity. That is why many problem-centered practices fail. To better support students and…

Effects of differences in problem-based learning course length on academic motivation and self-directed learning readiness in medical school students.

PubMed

Yune, So Jung; Im, Sun Ju; Lee, Sun Hee; Baek, Sun Yong; Lee, Sang Yeoup

2010-03-01

Problem-based learning (PBL) is an educational approach in which complex authentic problems serve as the context and stimulus for learning. PBL is designed to encourage active participation during learning. The goal of this study was to study the effects of PBL on academic motivation and self-directed learning readiness in medical school students. The subjects of this study were 190 students in the 1st and 2nd grade of medical school. The period of the PBL course was two weeks for Year 1 and five weeks for Year 2 students. Students completed one module over one week. Academic motivation tests and self-directed learning readiness tests were performed before and after the PBL course. The differences between the two groups were analyzed using paired t-test and repeated measures MANCOVA. PBL had positive effects on academic self-efficacy (self-control efficacy, task-level preference) and academic failure tolerance (behavior, task-difficulty preference) as academic motivation. PBL had a mildly positive effect on self-directed learning readiness. In addition, the five-week PBL course had greater positive effects on academic motivation than the two-week course but not with regard to self-directed learning readiness. Medical students engage in academic motivation and self-directed learning readiness during PBL, suggesting that the five-week PBL course has greater positive effects than the two-week course. Future studies are needed to confirm the most effective periods of PBL.

The Effects of Problem-Based Learning with Flipped Classroom on Elementary Students' Computing Skills: A Case Study of the Production of Ebooks

ERIC Educational Resources Information Center

Tsai, Chia-Wen; Shen, Pei-Di; Lu, Yu-Jui

2015-01-01

This study investigated, via quasi-experiments, the effects of problem-based learning with flipped classroom (FPBL) on the development of students' learning performance. In this study, 144 elementary school students were selected from sixth-grade sections taking a course titled "Production of Ebook," and were assigned into the following…

Hybrid Pareto artificial bee colony algorithm for multi-objective single machine group scheduling problem with sequence-dependent setup times and learning effects.

PubMed

Yue, Lei; Guan, Zailin; Saif, Ullah; Zhang, Fei; Wang, Hao

2016-01-01

Group scheduling is significant for efficient and cost effective production system. However, there exist setup times between the groups, which require to decrease it by sequencing groups in an efficient way. Current research is focused on a sequence dependent group scheduling problem with an aim to minimize the makespan in addition to minimize the total weighted tardiness simultaneously. In most of the production scheduling problems, the processing time of jobs is assumed as fixed. However, the actual processing time of jobs may be reduced due to "learning effect". The integration of sequence dependent group scheduling problem with learning effects has been rarely considered in literature. Therefore, current research considers a single machine group scheduling problem with sequence dependent setup times and learning effects simultaneously. A novel hybrid Pareto artificial bee colony algorithm (HPABC) with some steps of genetic algorithm is proposed for current problem to get Pareto solutions. Furthermore, five different sizes of test problems (small, small medium, medium, large medium, large) are tested using proposed HPABC. Taguchi method is used to tune the effective parameters of the proposed HPABC for each problem category. The performance of HPABC is compared with three famous multi objective optimization algorithms, improved strength Pareto evolutionary algorithm (SPEA2), non-dominated sorting genetic algorithm II (NSGAII) and particle swarm optimization algorithm (PSO). Results indicate that HPABC outperforms SPEA2, NSGAII and PSO and gives better Pareto optimal solutions in terms of diversity and quality for almost all the instances of the different sizes of problems.

How Seductive Are Decorative Elements in Learning Materials?

ERIC Educational Resources Information Center

Rey, Gunter Daniel

2012-01-01

The seductive detail effect arises when people learn more deeply from a multimedia presentation when interesting but irrelevant adjuncts are excluded. However, previous studies about this effect are rather inconclusive and contained various methodical problems. The recent experiment attempted to overcome these methodical problems. Undergraduate…

Examining the Effectiveness of Problem-Based Learning in the Teaching of Information Technology: A Comparison with Lectured-Based Learning

ERIC Educational Resources Information Center

Liu, YuFing

2013-01-01

This paper applies a quasi-experimental research method to compare the difference in students' approaches to learning and their learning achievements between the group that follows the problem based learning (PBL) teaching method with computer support and the group that follows the non-PBL teaching methods. The study sample consisted of 68 junior…

Effects of a Problem-based Structure of Physics Contents on Conceptual Learning and the Ability to Solve Problems

NASA Astrophysics Data System (ADS)

Becerra-Labra, Carlos; Gras-Martí, Albert; Martínez Torregrosa, Joaquín

2012-05-01

A model of teaching/learning is proposed based on a 'problem-based structure' of the contents of the course, in combination with a training in paper and pencil problem solving that emphasizes discussion and quantitative analysis, rather than formulae plug-in. The aim is to reverse the high failure and attrition rate among engineering undergraduates taking physics. A number of tests and questionnaires were administered to a group of students following a traditional lecture-based instruction, as well as to another group that was following an instruction scheme based on the proposed approach and the teaching materials developed ad hoc. The results show that students following the new method can develop scientific reasoning habits in problem-solving skills, and show gains in conceptual learning, attitudes and interests, and that the effects of this approach on learning are noticeable several months after the course is over.

Understanding "Green Chemistry" and "Sustainability": An Example of Problem-Based Learning (PBL)

ERIC Educational Resources Information Center

Günter, Tugçe; Akkuzu, Nalan; Alpat, Senol

2017-01-01

Background: This study uses problem-based learning (PBL) to ensure that students comprehend the significance of green chemistry better by experiencing the stages of identifying the problem, developing hypotheses, and providing solutions within the problem-solving process. Purpose: The aim of this study is to research the effect of PBL implemented…

Problem Solving and Game-Based Learning: Effects of Middle Grade Students' Hypothesis Testing Strategies on Learning Outcomes

ERIC Educational Resources Information Center

Spires, Hiller A.; Rowe, Jonathan P.; Mott, Bradford W.; Lester, James C.

2011-01-01

Targeted as a highly desired skill for contemporary work and life, problem solving is central to game-based learning research. In this study, middle grade students achieved significant learning gains from gameplay interactions that required solving a science mystery based on microbiology content. Student trace data results indicated that effective…

Student Learning and Evaluation in Analytical Chemistry Using a Problem-Oriented Approach and Portfolio Assessment

ERIC Educational Resources Information Center

Boyce, Mary C.; Singh, Kuki

2008-01-01

This paper describes a student-focused activity that promotes effective learning in analytical chemistry. Providing an environment where students were responsible for their own learning allowed them to participate at all levels from designing the problem to be addressed, planning the laboratory work to support their learning, to providing evidence…

Learning Environments Designed According to Learning Styles and Its Effects on Mathematics Achievement

ERIC Educational Resources Information Center

Özerem, Aysen; Akkoyunlu, Buket

2015-01-01

Problem Statement: While designing a learning environment it is vital to think about learner characteristics (learning styles, approaches, motivation, interests… etc.) in order to promote effective learning. The learning environment and learning process should be designed not to enable students to learn in the same manner and at the same level,…

Taking It Online--The Effects of Delivery Medium and Facilitator on Student Achievement in Problem-Based Learning

ERIC Educational Resources Information Center

Schoenfeld-Tacher, Regina; McConnell, Sherry; Kogan, Lori R.

2004-01-01

This study compares the effects of delivery medium (online vs. face-to-face) and facilitator content expertise on academic outcomes in a problem-based learning (PBL) course in anatomy for pre-health/medical majors. The content of online PBL sessions was examined to gain insight into the problem-solving process taking place in these situations.…

Effects of congruence between preferred and perceived learning environments in nursing education in Taiwan: a cross-sectional study.

PubMed

Yeh, Ting-Kuang; Huang, Hsiu-Mei; Chan, Wing P; Chang, Chun-Yen

2016-05-20

To investigate the effects of congruence between preferred and perceived learning environments on learning outcomes of nursing students. A nursing course at a university in central Taiwan. 124 Taiwanese nursing students enrolled in a 13-week problem-based Fundamental Nursing curriculum. Students' preferred learning environment, perceptions about the learning environment and learning outcomes (knowledge, self-efficacy and attitudes) were assessed. On the basis of test scores measuring their preferred and perceived learning environments, students were assigned to one of two groups: a 'preferred environment aligned with perceived learning environment' group and a 'preferred environment discordant with perceived learning environment' group. Learning outcomes were analysed by group. Most participants preferred learning in a classroom environment that combined problem-based and lecture-based instruction. However, a mismatch of problem-based instruction with students' perceptions occurred. Learning outcomes were significantly better when students' perceptions of their instructional activities were congruent with their preferred learning environment. As problem-based learning becomes a focus of educational reform in nursing, teachers need to be aware of students' preferences and perceptions of the learning environment. Teachers may also need to improve the match between an individual student's perception and a teacher's intention in the learning environment, and between the student's preferred and actual perceptions of the learning environment. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/

Video Analysis of a Plucked String: An Example of Problem-based Learning

NASA Astrophysics Data System (ADS)

Wentworth, Christopher D.; Buse, Eric

2009-11-01

Problem-based learning is a teaching methodology that grounds learning within the context of solving a real problem. Typically the problem initiates learning of concepts rather than simply being an application of the concept, and students take the lead in identifying what must be developed to solve the problem. Problem-based learning in upper-level physics courses can be challenging, because of the time and financial requirements necessary to generate real data. Here, we present a problem that motivates learning about partial differential equations and their solution in a mathematical methods for physics course. Students study a plucked elastic cord using high speed digital video. After creating video clips of the cord motion under different tensions they are asked to create a mathematical model. Ultimately, students develop and solve a model that includes damping effects that are clearly visible in the videos. The digital video files used in this project are available on the web at http://physics.doane.edu .

Can goal-free problems facilitating students' flexible thinking?

NASA Astrophysics Data System (ADS)

Maulidya, Sity Rahmy; Hasanah, Rusi Ulfa; Retnowati, Endah

2017-08-01

Problem solving is the key of doing and also learning mathematics. It takes also the fundamental role of developing mathematical knowledge. Responding to the current reform movement in mathematics, students are expected to learn to be a flexible thinker. The ability to think flexible is challenged by the globalisation, hence influence mathematics education. A flexible thinking includes ability to apply knowledge in different contexts rather than simply use it in similar context when it is studied. Arguably problem solving activities can contribute to the development of the ability to apply skills to unfamiliar situations. Accordingly, an appropriate classroom instructional strategy must be developed. A cognitive load theory suggests that by reducing extraneous cognitive load during learning could enhance transfer learning. A goal-free problem strategy that is developed based in cognitive load theory have been showed to be effective for transfer learning. This strategy enables students to learn a large numbers of problem solving moves from a mathematics problem. The instruction in a goal-free problem directs students to `calculate as many solution as you can' rather than to calculate a single given goal. Many experiment research evident goal-free problem enhance learning. This literature review will discuss evidence goal-free problem facilitate students to solve problems flexibly and thus enhance their problem solving skills, including how its implication in the classroom.

Influence of Learning Strategy of Cognitive Conflict on Student Misconception in Computational Physics Course

NASA Astrophysics Data System (ADS)

Akmam, A.; Anshari, R.; Amir, H.; Jalinus, N.; Amran, A.

2018-04-01

Misconception is one of the factors causing students are not suitable in to choose a method for problem solving. Computational Physics course is a major subject in the Department of Physics FMIPA UNP Padang. The problem in Computational Physics learning lately is that students have difficulties in constructing knowledge. The indication of this problem was the student learning outcomes do not achieve mastery learning. The root of the problem is the ability of students to think critically weak. Student critical thinking can be improved using cognitive by conflict learning strategies. The research aims to determine the effect of cognitive conflict learning strategy to student misconception on the subject of Computational Physics Course at the Department of Physics, Faculty of Mathematics and Science, Universitas Negeri Padang. The experimental research design conducted after-before design cycles with a sample of 60 students by cluster random sampling. Data were analyzed using repeated Anova measurements. The cognitive conflict learning strategy has a significant effect on student misconception in the subject of Computational Physics Course.

Effects of team-based learning on problem-solving, knowledge and clinical performance of Korean nursing students.

PubMed

Kim, Hae-Ran; Song, Yeoungsuk; Lindquist, Ruth; Kang, Hee-Young

2016-03-01

Team-based learning (TBL) has been used as a learner-centered teaching strategy in efforts to improve students' problem-solving, knowledge and practice performance. Although TBL has been used in nursing education in Korea for a decade, few studies have studied its effects on Korean nursing students' learning outcomes. To examine the effects of TBL on problem-solving ability and learning outcomes (knowledge and clinical performance) of Korean nursing students. Randomized controlled trial. 63 third-year undergraduate nursing students attending a single university were randomly assigned to the TBL group (n=32), or a control group (n=31). The TBL and control groups attended 2h of class weekly for 3weeks. Three scenarios with pulmonary disease content were employed in both groups. However, the control group received lectures and traditional case study teaching/learning strategies instead of TBL. A questionnaire of problem-solving ability was administered at baseline, prior to students' exposure to the teaching strategies. Students' problem-solving ability, knowledge of pulmonary nursing care, and clinical performance were assessed following completion of the three-week pulmonary unit. After the three-week educational interventions, the scores on problem-solving ability in the TBL group were significantly improved relative to that of the control group (t=10.89, p<.001). In addition, there were significant differences in knowledge, and in clinical performance with standardized patients between the two groups (t=2.48, p=.016, t=12.22, p<.001). This study demonstrated that TBL is an effective teaching strategy to enhance problem-solving ability, knowledge and clinical performance. More research on other specific learning outcomes of TBL for nursing students is recommended. Copyright © 2015 Elsevier Ltd. All rights reserved.

Examining the Implementation of a Problem-Based Learning and Traditional Hybrid Model of Instruction in Remedial Mathematics Classes Designed for State Testing Preparation of Eleventh Grade Students

ERIC Educational Resources Information Center

Rodgers, Lindsay D.

2011-01-01

The following paper examined the effects of a new method of teaching for remedial mathematics, named the hybrid model of instruction. Due to increasing importance of high stakes testing, the study sought to determine if this method of instruction, that blends traditional teaching and problem-based learning, had different learning effects on…

Effect of Internet-Based Cognitive Apprenticeship Model (i-CAM) on Statistics Learning among Postgraduate Students

PubMed Central

Saadati, Farzaneh; Ahmad Tarmizi, Rohani

2015-01-01

Because students’ ability to use statistics, which is mathematical in nature, is one of the concerns of educators, embedding within an e-learning system the pedagogical characteristics of learning is ‘value added’ because it facilitates the conventional method of learning mathematics. Many researchers emphasize the effectiveness of cognitive apprenticeship in learning and problem solving in the workplace. In a cognitive apprenticeship learning model, skills are learned within a community of practitioners through observation of modelling and then practice plus coaching. This study utilized an internet-based Cognitive Apprenticeship Model (i-CAM) in three phases and evaluated its effectiveness for improving statistics problem-solving performance among postgraduate students. The results showed that, when compared to the conventional mathematics learning model, the i-CAM could significantly promote students’ problem-solving performance at the end of each phase. In addition, the combination of the differences in students' test scores were considered to be statistically significant after controlling for the pre-test scores. The findings conveyed in this paper confirmed the considerable value of i-CAM in the improvement of statistics learning for non-specialized postgraduate students. PMID:26132553

Use of the 5E learning cycle model combined with problem-based learning for a fundamentals of nursing course.

PubMed

Jun, Won Hee; Lee, Eun Ju; Park, Han Jong; Chang, Ae Kyung; Kim, Mi Ja

2013-12-01

The 5E learning cycle model has shown a positive effect on student learning in science education, particularly in courses with theory and practice components. Combining problem-based learning (PBL) with the 5E learning cycle was suggested as a better option for students' learning of theory and practice. The purpose of this study was to compare the effects of the traditional learning method with the 5E learning cycle model with PBL. The control group (n = 78) was subjected to a learning method that consisted of lecture and practice. The experimental group (n = 83) learned by using the 5E learning cycle model with PBL. The results showed that the experimental group had significantly improved self-efficacy, critical thinking, learning attitude, and learning satisfaction. Such an approach could be used in other countries to enhance students' learning of fundamental nursing. Copyright 2013, SLACK Incorporated.

Problem-based learning in comparison with lecture-based learning among medical students.

PubMed

Faisal, Rizwan; Bahadur, Sher; Shinwari, Laiyla

2016-06-01

To compare performance of medical students exposed to problem-based learning and lecture-based learning. The descriptive study was conducted at Rehman Medical College, Peshawar, Pakistan from May 20 to September 20, 2014, and comprised 146 students of 3rd year MBBS who were randomised into two equal groups. One group was taught by the traditional lecture based learning, while problem-based learning was conducted for the other group on the same topic. At the end of sessions, the performance of the two groups was evaluated by one-best type of 50 multiple choice questions. Total marks were 100, with each question carrying 2 marks. SPSS 15 was used for statistical analysis. There were 146 students who were divided into two equal groups of 73(50%) each. The mean score in the group exposed to problem-based learning was 3.2 ± 0.8 while those attending lecture-based learning was 2.7±0.8 (p= 0.0001). Problem-based learning was more effective than lecture based learning in the academic performance of medical students.

Theory to Reality: A Few Issues in Implementing Problem-Based Learning

ERIC Educational Resources Information Center

Hung, Woei

2011-01-01

The success of an intervention depends not only upon its theoretical soundness, but also on proper implementation that reflects the guidelines derived from its theoretical conception. Debates surrounding the effectiveness of problem-based learning (PBL) have focused on its theoretical conception and students' learning outcomes, but implementation…

Overcoming the Low-Learning Scar Effect: Narratives of Learning and Resilience of Italian Low-Skilled

ERIC Educational Resources Information Center

Tomassini, Massimo

2016-01-01

The idea of the "low-learning scar" is borrowed from recent labour economics literature in which concepts such as "unemployment scarring", "wage scarring" and "scarred generation" are increasingly used for the interpretation of problems (the NEETs problem, for instance) which presently plague all Western…

Embellishing Problem-Solving Examples with Deep Structure Information Facilitates Transfer

ERIC Educational Resources Information Center

Lee, Hee Seung; Betts, Shawn; Anderson, John R.

2017-01-01

Appreciation of problem structure is critical to successful learning. Two experiments investigated effective ways of communicating problem structure in a computer-based learning environment and tested whether verbal instruction is necessary to specify solution steps, when deep structure is already embellished by instructional examples.…

Using Problem-Based Learning with Victims of Bullying Behavior

ERIC Educational Resources Information Center

Hall, Kimberly R.

2006-01-01

Victims of bullying need assistance in developing better strategies for effectively responding to bullies. Utilizing a new intervention strategy, problem-based learning (PBL), school counselors can incorporate problem-solving and literature-based lessons. This strategy provides the possibility of increasing awareness and knowledge of bullying,…

An Outcome Evaluation of a Problem-Based Learning Approach with MSW Students

ERIC Educational Resources Information Center

Westhues, Anne; Barsen, Chia; Freymond, Nancy; Train, Patricia

2014-01-01

In this article, we report the findings from a study exploring the effects of a problem-based learning (PBL) approach to teaching and learning on learning outcomes for master's of social work (MSW) students. Students who participated in a PBL pilot project were compared with students who did not participate in 5 outcome areas: social work…

How Levels of Interactivity in Tutorials Affect Students' Learning of Modeling Transportation Problems in a Spreadsheet

ERIC Educational Resources Information Center

Seal, Kala Chand; Przasnyski, Zbigniew H.; Leon, Linda A.

2010-01-01

Do students learn to model OR/MS problems better by using computer-based interactive tutorials and, if so, does increased interactivity in the tutorials lead to better learning? In order to determine the effect of different levels of interactivity on student learning, we used screen capture technology to design interactive support materials for…

A Project-Based Digital Storytelling Approach for Improving Students' Learning Motivation, Problem-Solving Competence and Learning Achievement

ERIC Educational Resources Information Center

Hung, Chun-Ming; Hwang, Gwo-Jen; Huang, Iwen

2012-01-01

Although project-based learning is a well-known and widely used instructional strategy, it remains a challenging issue to effectively apply this approach to practical settings for improving the learning performance of students. In this study, a project-based digital storytelling approach is proposed to cope with this problem. With a…

Single machine total completion time minimization scheduling with a time-dependent learning effect and deteriorating jobs

NASA Astrophysics Data System (ADS)

Wang, Ji-Bo; Wang, Ming-Zheng; Ji, Ping

2012-05-01

In this article, we consider a single machine scheduling problem with a time-dependent learning effect and deteriorating jobs. By the effects of time-dependent learning and deterioration, we mean that the job processing time is defined by a function of its starting time and total normal processing time of jobs in front of it in the sequence. The objective is to determine an optimal schedule so as to minimize the total completion time. This problem remains open for the case of -1 < a < 0, where a denotes the learning index; we show that an optimal schedule of the problem is V-shaped with respect to job normal processing times. Three heuristic algorithms utilising the V-shaped property are proposed, and computational experiments show that the last heuristic algorithm performs effectively and efficiently in obtaining near-optimal solutions.

Problem-Based Learning in Biomechanics: Advantages, Challenges, and Implementation Strategies.

PubMed

Clyne, Alisa Morss; Billiar, Kristen L

2016-07-01

Problem-based learning (PBL) has been shown to be effective in biomedical engineering education, particularly in motivating student learning, increasing knowledge retention, and developing problem solving, communication, and teamwork skills. However, PBL adoption remains limited by real challenges in effective implementation. In this paper, we review the literature on advantages and challenges of PBL and present our own experiences. We also provide practical guidelines for implementing PBL, including two examples of PBL modules from biomechanics courses at two different institutions. Overall, we conclude that the benefits for both professors and students support the use of PBL in biomedical engineering education.

Do job demands and job control affect problem-solving?

PubMed

Bergman, Peter N; Ahlberg, Gunnel; Johansson, Gun; Stoetzer, Ulrich; Aborg, Carl; Hallsten, Lennart; Lundberg, Ingvar

2012-01-01

The Job Demand Control model presents combinations of working conditions that may facilitate learning, the active learning hypothesis, or have detrimental effects on health, the strain hypothesis. To test the active learning hypothesis, this study analysed the effects of job demands and job control on general problem-solving strategies. A population-based sample of 4,636 individuals (55% women, 45% men) with the same job characteristics measured at two times with a three year time lag was used. Main effects of demands, skill discretion, task authority and control, and the combined effects of demands and control were analysed in logistic regressions, on four outcomes representing general problem-solving strategies. Those reporting high on skill discretion, task authority and control, as well as those reporting high demand/high control and low demand/high control job characteristics were more likely to state using problem solving strategies. Results suggest that working conditions including high levels of control may affect how individuals cope with problems and that workplace characteristics may affect behaviour in the non-work domain.

Conceptualizing Perseverance in Problem Solving as Collective Enterprise

ERIC Educational Resources Information Center

Sengupta-Irving, Tesha; Agarwal, Priyanka

2017-01-01

Students are expected to learn mathematics such that when they encounter challenging problems they will persist. Creating opportunities for students to persist in problem solving is therefore argued as essential to effective teaching and to children developing positive dispositions in mathematical learning. This analysis takes a novel approach to…

Learning Behaviors Mediating the Effects of Behavior Problems on Academic Outcomes

ERIC Educational Resources Information Center

Escalon, Ximena Dominguez; Greenfield, Daryl

2009-01-01

This study examined the relationships between behavior problems, learning behaviors, and educational outcomes for at-risk preschool children. A sample of Head Start children (N = 196) was selected in the southeast United States. Behavior problems were assessed using the Devereux Early Childhood Assessment (LeBuffe & Naglieri, 1999) and…

A Pilot Systematic Review and Meta-Analysis on the Effectiveness of Problem Based Learning.

ERIC Educational Resources Information Center

Newman, Mark

This paper reports on the development and piloting of a systematic review and meta analysis of research on the effectiveness of problem based learning (PBL). The systematic review protocol was pilot tested with a sample of studies cited as providing "evidence" about the effectiveness of PBL. From the 5 studies mentioned in the sample of reviews,…

Deliberate Learning in Health Care: The Effect of Importing Best Practices and Creative Problem Solving on Hospital Performance Improvement

PubMed Central

Nembhard, Ingrid M.; Cherian, Praseetha; Bradley, Elizabeth H.

2015-01-01

This article examines the effect on quality improvement of two common but distinct approaches to organizational learning: importing best practices (an externally oriented approach rooted in learning by imitating others’ best practices) and internal creative problem solving (an internally oriented approach rooted in learning by experimenting with self-generated solutions). We propose that independent and interaction effects of these approaches depend on where organizations are in their improvement journey – initial push or later phase. We examine this contingency in hospitals focused on improving treatment time for patients with heart attacks. Our results show that importing best practices helps hospitals achieve initial phase but not later phase improvement. Once hospitals enter the later phase of their efforts, however, significant improvement requires creative problem solving as well. Together, our results suggest that importing best practices delivers greater short-term improvement, but continued improvement depends on creative problem solving. PMID:24876100

The impact of problem-based learning on students' perceptions of preparedness for advanced pharmacy practice experiences.

PubMed

Hogan, Shirley; Lundquist, Lisa M

2006-08-15

To evaluate graduating pharmacy students' perceptions of their preparedness for advanced pharmacy practice experiences and the effectiveness of problem-based learning in their preparation. A survey instrument was administered anonymously in May 2004 and May 2005 to graduating pharmacy students of the University of Mississippi School of Pharmacy. Students reported that the areas in which problem-based learning prepared them most effectively for advanced pharmacy practice experiences were retrieval of medical information (80%), discussion of disease states and drug therapies at the basic science level (56%), and evaluation of the appropriateness of a medication regimen based on patient specific information (50%). Areas in which students reported being inadequately prepared included identifying and utilizing drug assistance programs (42%) and processing prescriptions/hospital orders (40%). Data from 2 consecutive graduating classes supports that problem-based learning is an effective format for preparing pharmacy students for advanced pharmacy practice experiences in a variety of areas.

Computers in medical education 1: evaluation of a problem-orientated learning package.

PubMed

Devitt, P; Palmer, E

1998-04-01

A computer-based learning package has been developed, aimed at expanding students' knowledge base, as well as improving data-handling abilities and clinical problem-solving skills. The program was evaluated by monitoring its use by students, canvassing users' opinions and measuring its effectiveness as a learning tool compared to tutorials on the same material. Evaluation was undertaken using three methods: initially, by a questionnaire on computers as a learning tool and the applicability of the content: second, through monitoring by the computer of student use, decisions and performance; finally, through pre- and post-test assessment of fifth-year students who either used a computer package or attended a tutorial on equivalent material. Most students provided positive comments on the learning material and expressed a willingness to see computer-aided learning (CAL) introduced into the curriculum. Over a 3-month period, 26 modules in the program were used on 1246 occasions. Objective measurement showed a significant gain in knowledge, data handling and problem-solving skills. Computer-aided learning is a valuable learning resource that deserves better attention in medical education. When used appropriately, the computer can be an effective learning resource, not only for the delivery of knowledge. but also to help students develop their problem-solving skills.

Learning Problems Reported by College Students: Are They Using Learning Strategies?

ERIC Educational Resources Information Center

Rachal, K. Chris; Daigle, Sherri; Rachal, Windy S.

2007-01-01

As teachers of higher education, we expect students to enter college with some understanding of what it means to be an effective learner and the ability to apply effective learning strategies. Unfortunately, many students do not develop effective learning strategies unless they receive explicit instruction and the opportunity to apply these…

Examining the Effect of Problem Type in a Synchronous Computer-Supported Collaborative Learning (CSCL) Environment

ERIC Educational Resources Information Center

Kapur, Manu; Kinzer, Charles K.

2007-01-01

This study investigated the effect of well- vs. ill-structured problem types on: (a) group interactional activity, (b) evolution of group participation inequities, (c) group discussion quality, and (d) group performance in a synchronous, computer-supported collaborative learning (CSCL) environment. Participants were 60 11th-grade science students…

Problem-Based Learning in Secondary Education: Evaluation by an Experiment

ERIC Educational Resources Information Center

De Witte, Kristof; Rogge, Nicky

2016-01-01

The effectiveness of problem-based learning (PBL) in terms of increasing students' educational attainments has been extensively studied for higher education students and in nonexperimental settings. This paper tests the effectiveness of PBL as an alternative instruction method in secondary education. In a controlled experiment at the class level,…

Effect of Problem-Based Learning on Students' Achievement in Chemistry

ERIC Educational Resources Information Center

Aidoo, Benjamin; Boateng, Sampson Kwadwo; Kissi, Philip Siaw; Ofori, Isaac

2016-01-01

The study investigated the effect of problem-based learning (PBL) on students' achievement in chemistry. Learners' low achievement in Science in South Africa has been a concern to government, stakeholders, school principals and parents over the years as a result of poor teaching techniques, students' attitudes, lack of teaching and learning…

Effectiveness of Computer-Assisted STAD Cooperative Learning Strategy on Physics Problem Solving, Achievement and Retention

ERIC Educational Resources Information Center

Gambari, Amosa Isiaka; Yusuf, Mudasiru Olalere

2015-01-01

This study investigated the effectiveness of computer-assisted Students' Team Achievement Division (STAD) cooperative learning strategy on physics problem solving, students' achievement and retention. It also examined if the student performance would vary with gender. Purposive sampling technique was used to select two senior secondary schools…

The Effect of Problem Based Learning on Undergraduate Oral Communication Competency

ERIC Educational Resources Information Center

Mandeville, David S.; Ho, Tiffanie K.; Valdez, Lindy A.

2017-01-01

Purpose: The aim of this study was to ascertain the effect of Problem Based Learning (PBL) on student oral communication competency gains. Methods: Eighty students from two consecutive undergraduate Kinesiology courses (Spring semesters, 2014-15) formed into 29 small groups and were studied. Oral communication competency was assessed using a…

Effects of Two Interventions on Solving Basic Fact Problems by Second Graders with Mathematics Learning Disabilities

ERIC Educational Resources Information Center

Dennis, Minyi Shih; Sorrells, Audrey McCray; Falcomata, Terry S.

2016-01-01

This study used a multiple probe across participants design, replicated across two interventions and counterbalanced across participant groups to examine the effects of number sense intervention and extensive practice intervention on strategy transformation when students with mathematics learning disabilities (MLD) solved basic fact problems. In…

Integrating Multiple Intelligences and Learning Styles on Solving Problems, Achievement in, and Attitudes towards Math in Six Graders with Learning Disabilities in Cooperative Groups

ERIC Educational Resources Information Center

Eissa, Mourad Ali; Mostafa, Amaal Ahmed

2013-01-01

This study investigated the effect of using differentiated instruction by integrating multiple intelligences and learning styles on solving problems, achievement in, and attitudes towards math in six graders with learning disabilities in cooperative groups. A total of 60 students identified with LD were invited to participate. The sample was…

Effects of Flipped Learning Using Online Materials in a Surgical Nursing Practicum: A Pilot Stratified Group-Randomized Trial

PubMed Central

Lee, Myung Kyung

2018-01-01

Objectives This study examined the effect of flipped learning in comparison to traditional learning in a surgical nursing practicum. Methods The subjects of this study were 102 nursing students in their third year of university who were scheduled to complete a clinical nursing practicum in an operating room or surgical unit. Participants were randomly assigned to either a flipped learning group (n = 51) or a traditional learning group (n = 51) for the 1-week, 45-hour clinical nursing practicum. The flipped-learning group completed independent e-learning lessons on surgical nursing and received a brief orientation prior to the commencement of the practicum, while the traditional-learning group received a face-to-face orientation and on-site instruction. After the completion of the practicum, both groups completed a case study and a conference. The student's self-efficacy, self-leadership, and problem-solving skills in clinical practice were measured both before and after the one-week surgical nursing practicum. Results Participants' independent goal setting and evaluation of beliefs and assumptions for the subscales of self-leadership and problem-solving skills were compared for the flipped learning group and the traditional learning group. The results showed greater improvement on these indicators for the flipped learning group in comparison to the traditional learning group. Conclusions The flipped learning method might offer more effective e-learning opportunities in terms of self-leadership and problem-solving than the traditional learning method in surgical nursing practicums. PMID:29503755

Effects of Flipped Learning Using Online Materials in a Surgical Nursing Practicum: A Pilot Stratified Group-Randomized Trial.

PubMed

Lee, Myung Kyung; Park, Bu Kyung

2018-01-01

This study examined the effect of flipped learning in comparison to traditional learning in a surgical nursing practicum. The subjects of this study were 102 nursing students in their third year of university who were scheduled to complete a clinical nursing practicum in an operating room or surgical unit. Participants were randomly assigned to either a flipped learning group (n = 51) or a traditional learning group (n = 51) for the 1-week, 45-hour clinical nursing practicum. The flipped-learning group completed independent e-learning lessons on surgical nursing and received a brief orientation prior to the commencement of the practicum, while the traditional-learning group received a face-to-face orientation and on-site instruction. After the completion of the practicum, both groups completed a case study and a conference. The student's self-efficacy, self-leadership, and problem-solving skills in clinical practice were measured both before and after the one-week surgical nursing practicum. Participants' independent goal setting and evaluation of beliefs and assumptions for the subscales of self-leadership and problem-solving skills were compared for the flipped learning group and the traditional learning group. The results showed greater improvement on these indicators for the flipped learning group in comparison to the traditional learning group. The flipped learning method might offer more effective e-learning opportunities in terms of self-leadership and problem-solving than the traditional learning method in surgical nursing practicums.

Effects of "Handep" Cooperative Learning Based on Indigenous Knowledge on Mathematical Problem Solving Skill

ERIC Educational Resources Information Center

Demitra; Sarjoko

2018-01-01

Indigenous people of Dayak tribe in Kalimantan, Indonesia have traditionally relied on a system of mutual cooperation called "handep." The cultural context has an influence on students mathematics learning. The "handep" system might be suitable for modern learning situations to develop mathematical problem-solving skill. The…

Learning Algebra by Example in Real-World Classrooms

ERIC Educational Resources Information Center

Booth, Julie L.; Oyer, Melissa H.; Paré-Blagoev, E. Juliana; Elliot, Andrew J.; Barbieri, Christina; Augustine, Adam; Koedinger, Kenneth R.

2015-01-01

Math and science textbook chapters invariably supply students with sets of problems to solve, but this widely used approach is not optimal for learning; instead, more effective learning can be achieved when many problems to solve are replaced with correct and incorrect worked examples for students to study and explain. In the present study, the…

Improving Problem-Based Learning in Creative Communities through Effective Group Evaluation

ERIC Educational Resources Information Center

West, Richard E.; Williams, Greg; Williams, David

2013-01-01

In this case study, we researched one cohort from the Center for Animation, a higher education teaching environment that has successfully fostered group creativity and learning outcomes through problem-based learning. Through live and videotaped observations of the interactions of this community over 18 months, in addition to focused interviews…

Feedback and Feed-Forward for Promoting Problem-Based Learning in Online Learning Environments

ERIC Educational Resources Information Center

Webb, Ashley; Moallem, Mahnaz

2016-01-01

Purpose: The study aimed to (1) review the literature to construct conceptual models that could guide instructional designers in developing problem/project-based learning environments while applying effective feedback strategies, (2) use the models to design, develop, and implement an online graduate course, and (3) assess the efficiency of the…

The Effect of Simulation Games on the Learning of Computational Problem Solving

ERIC Educational Resources Information Center

Liu, Chen-Chung; Cheng, Yuan-Bang; Huang, Chia-Wen

2011-01-01

Simulation games are now increasingly applied to many subject domains as they allow students to engage in discovery processes, and may facilitate a flow learning experience. However, the relationship between learning experiences and problem solving strategies in simulation games still remains unclear in the literature. This study, thus, analyzed…

Evaluating a "Second Life" Problem-Based Learning (PBL) Demonstrator Project: What Can We Learn?

ERIC Educational Resources Information Center

Beaumont, Chris; Savin-Baden, Maggi; Conradi, Emily; Poulton, Terry

2014-01-01

This article reports the findings of a demonstrator project to evaluate how effectively Immersive Virtual Worlds (IVWs) could support problem-based learning. The project designed, created and evaluated eight scenarios within "Second Life" (SL) for undergraduate courses in health care management and paramedic training. Evaluation was…

Deep Learning towards Expertise Development in a Visualization-Based Learning Environment

ERIC Educational Resources Information Center

Yuan, Bei; Wang, Minhong; Kushniruk, Andre W.; Peng, Jun

2017-01-01

With limited problem-solving capability and practical experience, novices have difficulties developing expert-like performance. It is important to make the complex problem-solving process visible to learners and provide them with necessary help throughout the process. This study explores the design and effects of a model-based learning approach…

Effects of problem-based learning by learning style in medical education.

PubMed

Chae, Su-Jin

2012-12-01

Although problem-based learning (PBL) has been popularized in many colleges, few studies have analyzed the relationship between individual differences and PBL. The purpose of this study was to analyze the relationship between learning style and the perception on the effects of PBL. Grasha-Riechmann Student Learning Style Scales was used to assess the learning styles of 38 students at Ajou University School of Medicine who were enrolled in a respiratory system course in 2011. The data were analyzed by regression analysis and Spearman correlation analysis. By regression analysis, dependent beta=0.478) and avoidant styles (beta=-0.815) influenced the learner's satisfaction with PBL. By Spearman correlation analysis, there was significant link between independent, dependent, and avoidant styles and the perception of the effect of PBL. There are few significant relationships between learning style and the perception of the effects of PBL. We must determine how to teach students with different learning styles and the factors that influence PBL.

Using Literature to Build Self-Esteem in Adolescents with Learning and Behavior Problems.

ERIC Educational Resources Information Center

Miller, Darcy

1994-01-01

Describes the Literature Project, a literature-based thematic approach to reading instruction designed to improve self-esteem in adolescents with learning and behavior problems. Discusses the effectiveness of the program. (SR)

The effectiveness of problem-based learning on teaching the first law of thermodynamics

NASA Astrophysics Data System (ADS)

Tatar, Erdal; Oktay, Münir

2011-11-01

Background: Problem-based learning (PBL) is a teaching approach working in cooperation with self-learning and involving research to solve real problems. The first law of thermodynamics states that energy can neither be created nor destroyed, but that energy is conserved. Students had difficulty learning or misconceptions about this law. This study is related to the teaching of the first law of thermodynamics within a PBL environment. Purpose: This study examined the effectiveness of PBL on candidate science teachers' understanding of the first law of thermodynamics and their science process skills. This study also examined their opinions about PBL. Sample: The sample consists of 48 third-grade university students from the Department of Science Education in one of the public universities in Turkey. Design and methods: A one-group pretest-posttest experimental design was used. Data collection tools included the Achievement Test, Science Process Skill Test, Constructivist Learning Environment Survey and an interview with open-ended questions. Paired samples t-test was conducted to examine differences in pre/post tests. Results: The PBL approach has a positive effect on the students' learning abilities and science process skills. The students thought that the PBL environment supports effective and permanent learning, and self-learning planning skills. On the other hand, some students think that the limited time and unfamiliarity of the approach impede learning. Conclusions: The PBL is an active learning approach supporting students in the process of learning. But there are still many practical disadvantages that could reduce the effectiveness of the PBL. To prevent the alienation of the students, simple PBL activities should be applied from the primary school level. In order to overcome time limitations, education researchers should examine short-term and effective PBL activities.

Implementation of Problem Based Learning among Nursing Students

ERIC Educational Resources Information Center

Hamdan, Abdul Rahim; Kwan, Chan Li; Khan, Aqeel; Ghafar, Mohamed Najib Abdul; Sihes, Ahmad Johari

2014-01-01

Critical thinking and effective problem solving skills have been regarded as an important element and as an educational outcome in professional nursing. The purpose of this study is to examine the implementation of Problem Based Learning (PBL) among nursing students. More specifically, it compares pretest and post test scores of the implementation…

Improving nurses' perceptions of competency in diabetes self-management education through the use of simulation and problem-based learning.

PubMed

Tschannen, Dana; Aebersold, Michelle; Sauter, Cecilia; Funnell, Martha M

2013-06-01

Nurses who provide case management can improve care practice and outcomes among patients who have type 2 diabetes through appropriate training and systems of care. This study was conducted to improve ambulatory care nurses' perceptions of competency in empowerment-based skills required for diabetes self-management education after participation in a multifaceted educational session that included problem-based learning and simulation. After participation in the multifaceted educational session, nurses (n = 21) perceived that the education provided an excellent opportunity for knowledge uptake and applicability to their respective work settings. The learning strategies provided opportunities for engagement in a safe and relaxed atmosphere. The simulation experience allowed participants to deliberately practice the competencies. These nurses considered this a very effective learning activity. Through the use of problem-based learning and simulation, nurses may be able to more efficiently and effectively develop the necessary skills to provide effective case management of chronic disease. Copyright 2013, SLACK Incorporated.

Team-Based Learning Enhances Performance in Introductory Biology

ERIC Educational Resources Information Center

Carmichael, Jeffrey

2009-01-01

Given the problems associated with the traditional lecture method, the constraints associated with large classes, and the effectiveness of active learning, continued development and testing of efficient student-centered learning approaches are needed. This study explores the effectiveness of team-based learning (TBL) in a large-enrollment…

The Effect of Problem-Based Learning on the Creative Thinking and Critical Thinking Disposition of Students in Visual Arts Education

ERIC Educational Resources Information Center

Ulger, Kani

2018-01-01

The problem-based learning (PBL) approach was implemented as a treatment for higher education visual arts students over one semester to examine its effect on the creative thinking and critical thinking disposition of these students. PBL had a significant effect on creative thinking, but critical thinking disposition was affected to a lesser…

Side Effects

Cancer.gov

Side effects are problems that occur when cancer treatment affects healthy tissues or organs. Learn about side effects caused by cancer treatment. Know what signs and symptoms to call your doctor about. Learn about treatments for side effects.

Impact of problem-based learning in a large classroom setting: student perception and problem-solving skills.

PubMed

Klegeris, Andis; Hurren, Heather

2011-12-01

Problem-based learning (PBL) can be described as a learning environment where the problem drives the learning. This technique usually involves learning in small groups, which are supervised by tutors. It is becoming evident that PBL in a small-group setting has a robust positive effect on student learning and skills, including better problem-solving skills and an increase in overall motivation. However, very little research has been done on the educational benefits of PBL in a large classroom setting. Here, we describe a PBL approach (using tutorless groups) that was introduced as a supplement to standard didactic lectures in University of British Columbia Okanagan undergraduate biochemistry classes consisting of 45-85 students. PBL was chosen as an effective method to assist students in learning biochemical and physiological processes. By monitoring student attendance and using informal and formal surveys, we demonstrated that PBL has a significant positive impact on student motivation to attend and participate in the course work. Student responses indicated that PBL is superior to traditional lecture format with regard to the understanding of course content and retention of information. We also demonstrated that student problem-solving skills are significantly improved, but additional controlled studies are needed to determine how much PBL exercises contribute to this improvement. These preliminary data indicated several positive outcomes of using PBL in a large classroom setting, although further studies aimed at assessing student learning are needed to further justify implementation of this technique in courses delivered to large undergraduate classes.

Development of Efficient Authoring Software for e-Learning Contents

NASA Astrophysics Data System (ADS)

Kozono, Kazutake; Teramoto, Akemi; Akiyama, Hidenori

The contents creation in e-Learning system becomes an important problem. The contents of e-Learning should include figure and voice media for a high-level educational effect. However, the use of figure and voice complicates the operation of authoring software considerably. A new authoring software, which can build e-Learning contents efficiently, has been developed to solve this problem. This paper reports development results of the authoring software.

Applying Web-Enabled Problem-Based Learning and Self-Regulated Learning to Enhance Computing Skills of Taiwan's Vocational Students: A Quasi-Experimental Study of a Short-Term Module

ERIC Educational Resources Information Center

Shen, Pei-Di; Lee, Tsang-Hsiung; Tsai, Chia-Wen

2007-01-01

Contrary to conventional expectations, the reality of computing education in Taiwan's vocational schools is not so practically oriented, and thus reveals much room for improvement. In this context, we conducted a quasi-experiment to examine the effects of applying web-based problem-based learning (PBL), web-based self-regulated learning (SRL), and…

A Group Decision Approach to Developing Concept-Effect Models for Diagnosing Student Learning Problems in Mathematics

ERIC Educational Resources Information Center

Hwang, Gwo-Jen; Panjaburee, Patcharin; Triampo, Wannapong; Shih, Bo-Ying

2013-01-01

Diagnosing student learning barriers has been recognized as the most fundamental and important issue for improving the learning achievements of students. In the past decade, several learning diagnosis approaches have been proposed based on the concept-effect relationship (CER) model. However, past studies have shown that the effectiveness of this…

Towards a Framework of Using Knowledge Tools for Teaching by Solving Problems in Technology-Enhanced Learning Environment

ERIC Educational Resources Information Center

Kostousov, Sergei; Kudryavtsev, Dmitry

2017-01-01

Problem solving is a critical competency for modern world and also an effective way of learning. Education should not only transfer domain-specific knowledge to students, but also prepare them to solve real-life problems--to apply knowledge from one or several domains within specific situation. Problem solving as teaching tool is known for a long…

Effect of Problem-Based Learning on Senior Secondary School Students' Achievements in Further Mathematics

ERIC Educational Resources Information Center

Fatade, Alfred Olufemi; Mogari, David; Arigbabu, Abayomi Adelaja

2013-01-01

The study investigated the effect of Problem-based learning (PBL) on senior secondary school students' achievements in Further Mathematics (FM) in Nigeria within the blueprint of pretest-post-test non-equivalent control group quasi-experimental design. Intact classes were used and in all, 96 students participated in the study (42 in the…

Problem-Based Learning in an Eleventh Grade Chemistry Class: "Factors Affecting Cell Potential"

ERIC Educational Resources Information Center

Tarhan, Leman; Acar, Burcin

2007-01-01

The purpose of this research study was to examine the effectiveness of problem-based learning (PBL) on eleventh grade students' understanding of "The effects of temperature, concentration and pressure on cell potential" and also their social skills. Stratified randomly selected control and experimental groups with 20 students each were used in…

Do Focused Self-Explanation Prompts Overcome Seductive Details? A Multimedia Study

ERIC Educational Resources Information Center

Wang, Zhe; Adesope, Olusola

2017-01-01

Research on the seductive details effect on reading expository texts in multimedia learning environments has grown over the past few decades. However, less is known when seductive details are encountered in learning through worked-examples to solve problems. Thus, it is necessary to examine the seductive details effect when solving problems in a…

The Impact of Problem-Based Learning on Iranian EFL Learners' Speaking Proficiency

ERIC Educational Resources Information Center

Ansarian, Loghman; Adlipour, Ali Akbar; Saber, Mehrnoush Akhavan; Shafiei, Elmira

2016-01-01

The study investigated the effect of problem-based learning through cognition-based tasks on speaking proficiency of Iranian intermediate EFL learners in comparison to the effect of objective-based tasks. To this end, a true experimental research design was employed. Ninety five (N = 95) language learners studying at a language institute in the…

An Investigation into the Effectiveness of Problem-Based Learning in a Physical Chemistry Laboratory Course

ERIC Educational Resources Information Center

Gurses, Ahmet; Acikyildiz, Metin; Dogar, Cetin; Sozbilir, Mustafa

2007-01-01

The aim of this study was to investigate the effectiveness of a problem-based learning (PBL) approach in a physical chemistry laboratory course. The parameters investigated were students' attitudes towards a chemistry laboratory course, scientific process skills of students and their academic achievement. The design of the study was one group…

The Effects of Problem-Based Learning (PBL) on the Academic Achievement of Students Studying "Electrochemistry"

ERIC Educational Resources Information Center

Günter, Tugçe; Alpat, Sibel Kilinç

2017-01-01

This study investigates the effects of problem-based learning (PBL) on students' academic achievements in studying "Electrochemistry" within a course on Analytical Chemistry. The research was of a pretest-posttest control group quasi-experimental design and it was conducted with second year students in the Chemistry Teaching Program at…

Attributional processes in the learned helplessness paradigm: behavioral effects of global attributions.

PubMed

Mikulincer, M

1986-12-01

Following the learned helplessness paradigm, I assessed in this study the effects of global and specific attributions for failure on the generalization of performance deficits in a dissimilar situation. Helplessness training consisted of experience with noncontingent failures on four cognitive discrimination problems attributed to either global or specific causes. Experiment 1 found that performance in a dissimilar situation was impaired following exposure to globally attributed failure. Experiment 2 examined the behavioral effects of the interaction between stable and global attributions of failure. Exposure to unsolvable problems resulted in reduced performance in a dissimilar situation only when failure was attributed to global and stable causes. Finally, Experiment 3 found that learned helplessness deficits were a product of the interaction of global and internal attribution. Performance deficits following unsolvable problems were recorded when failure was attributed to global and internal causes. Results were discussed in terms of the reformulated learned helplessness model.

The Views of Undergraduates about Problem-Based Learning Applications in a Biochemistry Course

ERIC Educational Resources Information Center

Tarhan, Leman; Ayyildiz, Yildizay

2015-01-01

The effect of problem-based learning (PBL) applications in an undergraduate biochemistry course on students' interest in this course was investigated through four modules during one semester. Students' views about active learning and improvement in social skills were also collected and evaluated. We conducted the study with 36 senior students from…

Development of a Mobile Learning System Based on a Collaborative Problem-Posing Strategy

ERIC Educational Resources Information Center

Sung, Han-Yu; Hwang, Gwo-Jen; Chang, Ya-Chi

2016-01-01

In this study, a problem-posing strategy is proposed for supporting collaborative mobile learning activities. Accordingly, a mobile learning environment has been developed, and an experiment on a local culture course has been conducted to evaluate the effectiveness of the proposed approach. Three classes of an elementary school in southern Taiwan…

Solving Wicked Problems through Action Learning

ERIC Educational Resources Information Center

Crul, Liselore

2014-01-01

This account of practice outlines the Oxyme Action Learning Program which was conducted as part of the Management Challenge in my final year of the MSc in Coaching and Behavioral Change at Henley Business School. The central research questions were: (1) how action learning can help to solve wicked problems and (2) what the effect of an action…

Peer Instruction in Chemistry Education: Assessment of Students' Learning Strategies, Conceptual Learning and Problem Solving

ERIC Educational Resources Information Center

Gok, Tolga; Gok, Ozge

2016-01-01

The aim of this research was to investigate the effects of peer instruction on learning strategies, problem solving performance, and conceptual understanding of college students in a general chemistry course. The research was performed students enrolled in experimental and control groups of a chemistry course were selected. Students in the…

Problem-Based Learning Pedagogies: Psychological Processes and Enhancement of Intelligences

ERIC Educational Resources Information Center

Tan, Oon-Seng

2007-01-01

Education in this 21st century is concerned with developing intelligences. Problem solving in real-world contexts involves multiple ways of knowing and learning. Intelligence in the real world involves not only learning how to do things effectively but also more importantly the ability to deal with novelty and growing our capacity to adapt, select…

Building Virtual Cities, Inspiring Intelligent Citizens: Digital Games for Developing Students' Problem Solving and Learning Motivation

ERIC Educational Resources Information Center

Yang, Ya-Ting Carolyn

2012-01-01

This study investigates the effectiveness digital game-based learning (DGBL) on students' problem solving, learning motivation, and academic achievement. In order to provide substantive empirical evidence, a quasi-experimental design was implemented over the course of a full semester (23 weeks). Two ninth-grade Civics and Society classes, with a…

A Problem Posing-Based Practicing Strategy for Facilitating Students' Computer Programming Skills in the Team-Based Learning Mode

ERIC Educational Resources Information Center

Wang, Xiao-Ming; Hwang, Gwo-Jen

2017-01-01

Computer programming is a subject that requires problem-solving strategies and involves a great number of programming logic activities which pose challenges for learners. Therefore, providing learning support and guidance is important. Collaborative learning is widely believed to be an effective teaching approach; it can enhance learners' social…

Learning from Mistakes: The Effect of Students' Written Self-Diagnoses on Subsequent Problem Solving

ERIC Educational Resources Information Center

Mason, Andrew; Yerushalmi, Edit; Cohen, Elisheva; Singh, Chandralekha

2016-01-01

Helping students learn to think like a physicist is an important goal of many introductory physics courses. One characteristic distinguishing more experienced physicists from novice students is that they make better use of problem solving as a learning opportunity. Experts were found to spend more time than novices in monitoring their work,…

Process-based Assignment-Setting Change for Support of Overcoming Bottlenecks in Learning by Problem-Posing in Arithmetic Word Problems

NASA Astrophysics Data System (ADS)

Supianto, A. A.; Hayashi, Y.; Hirashima, T.

2017-02-01

Problem-posing is well known as an effective activity to learn problem-solving methods. Monsakun is an interactive problem-posing learning environment to facilitate arithmetic word problems learning for one operation of addition and subtraction. The characteristic of Monsakun is problem-posing as sentence-integration that lets learners make a problem of three sentences. Monsakun provides learners with five or six sentences including dummies, which are designed through careful considerations by an expert teacher as a meaningful distraction to the learners in order to learn the structure of arithmetic word problems. The results of the practical use of Monsakun in elementary schools show that many learners have difficulties in arranging the proper answer at the high level of assignments. The analysis of the problem-posing process of such learners found that their misconception of arithmetic word problems causes impasses in their thinking and mislead them to use dummies. This study proposes a method of changing assignments as a support for overcoming bottlenecks of thinking. In Monsakun, the bottlenecks are often detected as a frequently repeated use of a specific dummy. If such dummy can be detected, it is the key factor to support learners to overcome their difficulty. This paper discusses how to detect the bottlenecks and to realize such support in learning by problem-posing.

Quantitative Assessment of Medical Student Learning through Effective Cognitive Bayesian Representation

ERIC Educational Resources Information Center

Zhang, Zhidong; Lu, Jingyan

2014-01-01

The changes of learning environments and the advancement of learning theories have increasingly demanded for feedback that can describe learning progress trajectories. Effective assessment should be able to evaluate how learners acquire knowledge and develop problem solving skills. Additionally, it should identify what issues these learners have…

Effectiveness of Collaborative Learning with 3D Virtual Worlds

ERIC Educational Resources Information Center

Cho, Young Hoan; Lim, Kenneth Y. T.

2017-01-01

Virtual worlds have affordances to enhance collaborative learning in authentic contexts. Despite the potential of collaborative learning with a virtual world, few studies investigated whether it is more effective in student achievements than teacher-directed instruction. This study investigated the effectiveness of collaborative problem solving…

Exploring creativity and critical thinking in traditional and innovative problem-based learning groups.

PubMed

Chan, Zenobia C Y

2013-08-01

To explore students' attitude towards problem-based learning, creativity and critical thinking, and the relevance to nursing education and clinical practice. Critical thinking and creativity are crucial in nursing education. The teaching approach of problem-based learning can help to reduce the difficulties of nurturing problem-solving skills. However, there is little in the literature on how to improve the effectiveness of a problem-based learning lesson by designing appropriate and innovative activities such as composing songs, writing poems and using role plays. Exploratory qualitative study. A sample of 100 students participated in seven semi-structured focus groups, of which two were innovative groups and five were standard groups, adopting three activities in problem-based learning, namely composing songs, writing poems and performing role plays. The data were analysed using thematic analysis. There are three themes extracted from the conversations: 'students' perceptions of problem-based learning', 'students' perceptions of creative thinking' and 'students' perceptions of critical thinking'. Participants generally agreed that critical thinking is more important than creativity in problem-based learning and clinical practice. Participants in the innovative groups perceived a significantly closer relationship between critical thinking and nursing care, and between creativity and nursing care than the standard groups. Both standard and innovative groups agreed that problem-based learning could significantly increase their critical thinking and problem-solving skills. Further, by composing songs, writing poems and using role plays, the innovative groups had significantly increased their awareness of the relationship among critical thinking, creativity and nursing care. Nursing educators should include more types of creative activities than it often does in conventional problem-based learning classes. The results could help nurse educators design an appropriate curriculum for preparing professional and ethical nurses for future clinical practice. © 2013 Blackwell Publishing Ltd.

An efficient approach to improve the usability of e-learning resources: the role of heuristic evaluation.

PubMed

Davids, Mogamat Razeen; Chikte, Usuf M E; Halperin, Mitchell L

2013-09-01

Optimizing the usability of e-learning materials is necessary to maximize their potential educational impact, but this is often neglected when time and other resources are limited, leading to the release of materials that cannot deliver the desired learning outcomes. As clinician-teachers in a resource-constrained environment, we investigated whether heuristic evaluation of our multimedia e-learning resource by a panel of experts would be an effective and efficient alternative to testing with end users. We engaged six inspectors, whose expertise included usability, e-learning, instructional design, medical informatics, and the content area of nephrology. They applied a set of commonly used heuristics to identify usability problems, assigning severity scores to each problem. The identification of serious problems was compared with problems previously found by user testing. The panel completed their evaluations within 1 wk and identified a total of 22 distinct usability problems, 11 of which were considered serious. The problems violated the heuristics of visibility of system status, user control and freedom, match with the real world, intuitive visual layout, consistency and conformity to standards, aesthetic and minimalist design, error prevention and tolerance, and help and documentation. Compared with user testing, heuristic evaluation found most, but not all, of the serious problems. Combining heuristic evaluation and user testing, with each involving a small number of participants, may be an effective and efficient way of improving the usability of e-learning materials. Heuristic evaluation should ideally be used first to identify the most obvious problems and, once these are fixed, should be followed by testing with typical end users.

Assessing the effectiveness of problem-based learning of preventive medicine education in China.

PubMed

Ding, Xiaojie; Zhao, Liping; Chu, Haiyan; Tong, Na; Ni, Chunhui; Hu, Zhibin; Zhang, Zhengdong; Wang, Meilin

2014-05-30

Problem-based learning (PBL) is defined as a student-centered pedagogy which can provide learners more opportunities for application of knowledge acquired from basic science to the working situations than traditional lecture-based learning (LBL) method. In China, PBL is increasingly popular among preventive medicine educators, and multiple studies have investigated the effectiveness of PBL pedagogy in preventive medicine education. A pooled analysis based on 15 studies was performed to obtain an overall estimate of the effectiveness of PBL on learning outcomes of preventive medicine. Overall, PBL was associated with a significant increase in students' theoretical examination scores (SMD = 0.62, 95% CI = 0.41-0.83) than LBL. For the attitude- and skill-based outcomes, the pooled PBL effects were also significant among learning attitude (OR = 3.62, 95% CI = 2.40-5.16), problem solved skill (OR = 4.80, 95% CI = 2.01-11.46), self-directed learning skill (OR = 5.81, 95% CI = 3.11-10.85), and collaborative skill (OR = 4.21, 95% CI = 0.96-18.45). Sensitivity analysis showed that the exclusion of a single study did not influence the estimation. Our results suggest that PBL of preventive medicine education in China appears to be more effective than LBL in improving knowledge, attitude and skills.

Integrating undergraduate research into the electro-optics and laser engineering technology program at Indiana University of Pennsylvania

NASA Astrophysics Data System (ADS)

Zhou, Andrew F.

2014-07-01

Bringing research into an undergraduate curriculum is a proven and powerful practice with many educational benefits to students and the professional rewards to faculty mentors. In recent years, undergraduate research has gained national prominence as an effective problem-based learning strategy. Developing and sustaining a vibrant undergraduate research program of high quality and productivity is an outstanding example of the problem-based learning. To foster student understanding of the content learned in the classroom and nurture enduring problem-solving and critical-thinking abilities, we have created a collaborative learning environment by building research into the Electro-Optics curriculum for the first- and second-year students. The teaching methodology is described and examples of the research projects are given. Such a research-integrated curriculum effectively enhances student learning and critical thinking skills, and strengthens the research culture for the first- and second-year students.

Problem-based learning: effects on student’s scientific reasoning skills in science

NASA Astrophysics Data System (ADS)

Wulandari, F. E.; Shofiyah, N.

2018-04-01

This research aimed to develop instructional package of problem-based learning to enhance student’s scientific reasoning from concrete to formal reasoning skills level. The instructional package was developed using the Dick and Carey Model. Subject of this study was instructional package of problem-based learning which was consisting of lesson plan, handout, student’s worksheet, and scientific reasoning test. The instructional package was tried out on 4th semester science education students of Universitas Muhammadiyah Sidoarjo by using the one-group pre-test post-test design. The data of scientific reasoning skills was collected by making use of the test. The findings showed that the developed instructional package reflecting problem-based learning was feasible to be implemented in classroom. Furthermore, through applying the problem-based learning, students could dominate formal scientific reasoning skills in terms of functionality and proportional reasoning, control variables, and theoretical reasoning.

Improvement of nursing students' critical thinking skills through problem-based learning in the People's Republic of China: a quasi-experimental study.

PubMed

Yuan, Haobin; Kunaviktikul, Wipada; Klunklin, Areewan; Williams, Beverly A

2008-03-01

A quasi-experimental, two-group pretest-post-test design was conducted to examine the effect of problem-based learning on the critical thinking skills of 46 Year 2 undergraduate nursing students in the People's Republic of China. The California Critical Thinking Skills Test Form A, Chinese-Taiwanese version was used as both a pretest and as a post-test for a semester-long nursing course. There was no significant difference in critical thinking skills at pretest, whereas, significant differences in critical thinking skills existed between the problem-based learning and lecture groups at post-test. The problem-based learning students had a significantly greater improvement on the overall California Critical Thinking Skills Test, analysis, and induction subscale scores compared with the lecture students. Problem-based learning fostered nursing students' critical thinking skills.

The effectiveness of problem-based learning on development of nursing students' critical thinking: a systematic review and meta-analysis.

PubMed

Kong, Ling-Na; Qin, Bo; Zhou, Ying-qing; Mou, Shao-yu; Gao, Hui-Ming

2014-03-01

The objective of this systematic review and meta-analysis was to estimate the effectiveness of problem-based learning in developing nursing students' critical thinking. Searches of PubMed, EMBASE, Cumulative Index to Nursing and Allied Health Literature (CINAHL), Proquest, Cochrane Central Register of Controlled Trials (CENTRAL) and China National Knowledge Infrastructure (CNKI) were undertaken to identify randomized controlled trails from 1965 to December 2012, comparing problem-based learning with traditional lectures on the effectiveness of development of nursing students' critical thinking, with no language limitation. The mesh-terms or key words used in the search were problem-based learning, thinking, critical thinking, nursing, nursing education, nurse education, nurse students, nursing students and pupil nurse. Two reviewers independently assessed eligibility and extracted data. Quality assessment was conducted independently by two reviewers using the Cochrane Collaboration's Risk of Bias Tool. We analyzed critical thinking scores (continuous outcomes) using a standardized mean difference (SMD) or weighted mean difference (WMD) with a 95% confidence intervals (CIs). Heterogeneity was assessed using the Cochran's Q statistic and I(2) statistic. Publication bias was assessed by means of funnel plot and Egger's test of asymmetry. Nine articles representing eight randomized controlled trials were included in the meta-analysis. Most studies were of low risk of bias. The pooled effect size showed problem-based learning was able to improve nursing students' critical thinking (overall critical thinking scores SMD=0.33, 95%CI=0.13-0.52, P=0.0009), compared with traditional lectures. There was low heterogeneity (overall critical thinking scores I(2)=45%, P=0.07) in the meta-analysis. No significant publication bias was observed regarding overall critical thinking scores (P=0.536). Sensitivity analysis showed that the result of our meta-analysis was reliable. Most effect sizes for subscales of the California Critical Thinking Dispositions Inventory (CCTDI) and Bloom's Taxonomy favored problem-based learning, while effect sizes for all subscales of the California Critical Thinking Skills Test (CCTST) and most subscales of the Watson-Glaser Critical Thinking Appraisal (WCGTA) were inconclusive. The results of the current meta-analysis indicate that problem-based learning might help nursing students to improve their critical thinking. More research with larger sample size and high quality in different nursing educational contexts are required. Copyright © 2013 Elsevier Ltd. All rights reserved.

Co-Labeling for Multi-View Weakly Labeled Learning.

PubMed

Xu, Xinxing; Li, Wen; Xu, Dong; Tsang, Ivor W

2016-06-01

It is often expensive and time consuming to collect labeled training samples in many real-world applications. To reduce human effort on annotating training samples, many machine learning techniques (e.g., semi-supervised learning (SSL), multi-instance learning (MIL), etc.) have been studied to exploit weakly labeled training samples. Meanwhile, when the training data is represented with multiple types of features, many multi-view learning methods have shown that classifiers trained on different views can help each other to better utilize the unlabeled training samples for the SSL task. In this paper, we study a new learning problem called multi-view weakly labeled learning, in which we aim to develop a unified approach to learn robust classifiers by effectively utilizing different types of weakly labeled multi-view data from a broad range of tasks including SSL, MIL and relative outlier detection (ROD). We propose an effective approach called co-labeling to solve the multi-view weakly labeled learning problem. Specifically, we model the learning problem on each view as a weakly labeled learning problem, which aims to learn an optimal classifier from a set of pseudo-label vectors generated by using the classifiers trained from other views. Unlike traditional co-training approaches using a single pseudo-label vector for training each classifier, our co-labeling approach explores different strategies to utilize the predictions from different views, biases and iterations for generating the pseudo-label vectors, making our approach more robust for real-world applications. Moreover, to further improve the weakly labeled learning on each view, we also exploit the inherent group structure in the pseudo-label vectors generated from different strategies, which leads to a new multi-layer multiple kernel learning problem. Promising results for text-based image retrieval on the NUS-WIDE dataset as well as news classification and text categorization on several real-world multi-view datasets clearly demonstrate that our proposed co-labeling approach achieves state-of-the-art performance for various multi-view weakly labeled learning problems including multi-view SSL, multi-view MIL and multi-view ROD.

An Exploratory Study Contrasting High- and Low-Achieving Students' Percent Word Problem Solving

ERIC Educational Resources Information Center

Jitendra, Asha K.; Star, Jon R.

2012-01-01

This study evaluated whether schema-based instruction (SBI), a promising method for teaching students to represent and solve mathematical word problems, impacted the learning of percent word problems. Of particular interest was the extent that SBI improved high- and low-achieving students' learning and to a lesser degree on the indirect effect of…

The Effect of Problem-Based Learning in Nursing Education: A Meta-Analysis

ERIC Educational Resources Information Center

Shin, In-Soo; Kim, Jung-Hee

2013-01-01

Problem-based learning (PBL) has been identified as an approach that improves the training of nurses by teaching them how to apply theory to clinical practice and by developing their problem-solving skills, which could be used to overcome environmental constraints within clinical practice. A consensus is emerging that there is a need for…

The New Method of Problem Solving in Physics Education by Using SCORM-Compliant Content Package

ERIC Educational Resources Information Center

Gonen, Selahattin; Basaran, Bulent

2008-01-01

In this article, two basic purposes are presented. First, taking effective feedbacks in the electronic learning environment about the learning level of students at the problem solving which are told in physics lessons and laboratories. Second, providing a possibility for students to repeat the subjects and solved problems by watching and…

A Design and Development of Distance Learning Support Environment for Collaborative Problem Solving in Group Learners

ERIC Educational Resources Information Center

Nitta, Takuya; Takaoka, Ryo; Ahama, Shigeki; Shimokawa, Masayuki

2014-01-01

The competency and curriculum for human resource development in knowledge based society are proposed in each country. We think the keywords are "collaborative problem solving" and "effective use of ICT". In particular, the competency to perform the collaborative problem solving and learning with others on the network is…

How learning one category influences the learning of another: intercategory generalization based on analogy and specific stimulus information.

PubMed

Nahinsky, Irwin D; Lucas, Barbara A; Edgell, Stephen E; Overfelt, Joseph; Loeb, Richard

2004-01-01

We investigated the effect of learning one category structure on the learning of a related category structure. Photograph-name combinations, called identifiers, were associated with values of four demographic attributes. Two problems were related by analogous demographic attributes, common identifiers, or both to examine the impact of common identifier, related general characteristics, and the interaction of the two variables in mediating learning transfer from one category structure to another. Problems sharing the same identifier information prompted greater positive transfer than those not sharing the same identifier information. In contrast, analogous defining characteristics in the two problems did not facilitate transfer. We computed correlations between responses to first-problem stimuli and responses to analogous second-problem stimuli for each participant. The analogous characteristics produced a tendency to respond in the same way to corresponding stimuli in the two problems. The results support an alignment between category structures related by analogous defining characteristics, which is facilitated by specific identifier information shared by two category structures.

[Problem-based learning, a strategy to employ it].

PubMed

Guillamet Lloveras, Ana; Celma Vicente, Matilde; González Carrión, Pilar; Cano-Caballero Gálvez, Ma Dolores; Pérez Ramírez, Francisca

2009-02-01

The Virgen de las Nieves University School of Nursing has adopted the methodology of Problem-Based Learning (ABP in Spanish acronym) as a supplementary method to gain specific transversal competencies. In so doing, all basic required/obligatory subjects necessary for a degree have been partially affected. With the objective of identifying and administering all the structural and cultural barriers which could impede the success or effectiveness of its adoption, a strategic analysis at the School was carried out. This technique was based on a) knowing the strong and weak points the School has for adopting the Problem-Based Learning methodology; b) describing the structural problems and necessities to carry out this teaching innovation; c) to discover the needs professors have regarding knowledge and skills related to Problem-Based Learning; d) to prepare students by informing them about the characteristics of Problem-Based Learning; e) to evaluate the results obtained by means of professor and student opinions, f) to adopt the improvements identified. The stages followed were: strategic analysis, preparation, pilot program, adoption and evaluation.

Learning Problem-Solving Rules as Search Through a Hypothesis Space.

PubMed

Lee, Hee Seung; Betts, Shawn; Anderson, John R

2016-07-01

Learning to solve a class of problems can be characterized as a search through a space of hypotheses about the rules for solving these problems. A series of four experiments studied how different learning conditions affected the search among hypotheses about the solution rule for a simple computational problem. Experiment 1 showed that a problem property such as computational difficulty of the rules biased the search process and so affected learning. Experiment 2 examined the impact of examples as instructional tools and found that their effectiveness was determined by whether they uniquely pointed to the correct rule. Experiment 3 compared verbal directions with examples and found that both could guide search. The final experiment tried to improve learning by using more explicit verbal directions or by adding scaffolding to the example. While both manipulations improved learning, learning still took the form of a search through a hypothesis space of possible rules. We describe a model that embodies two assumptions: (1) the instruction can bias the rules participants hypothesize rather than directly be encoded into a rule; (2) participants do not have memory for past wrong hypotheses and are likely to retry them. These assumptions are realized in a Markov model that fits all the data by estimating two sets of probabilities. First, the learning condition induced one set of Start probabilities of trying various rules. Second, should this first hypothesis prove wrong, the learning condition induced a second set of Choice probabilities of considering various rules. These findings broaden our understanding of effective instruction and provide implications for instructional design. Copyright © 2015 Cognitive Science Society, Inc.

Putting the Learning in Case Learning? The Effects of Case-Based Approaches on Student Knowledge, Attitudes, and Engagement

ERIC Educational Resources Information Center

Krain, Matthew

2016-01-01

This study revisits case learning's effects on student engagement and assesses student learning as a result of the use of case studies and problem-based learning. The author replicates a previous study that used indirect assessment techniques to get at case learning's impact, and then extends the analysis using a pre- and post-test experimental…

Solving problems with group work in problem-based learning: hold on to the philosophy.

PubMed

Dolmans, D H; Wolfhagen, I H; van der Vleuten, C P; Wijnen, W H

2001-09-01

Problem-based learning (PBL) has gained a foothold within many schools in higher education as a response to the problems faced within traditional education. Working with PBL tutorial groups is assumed to have positive effects on student learning. Several studies provide empirical evidence that PBL stimulates cognitive effects and leads to restructuring of knowledge and enhanced intrinsic interest in the subject matter. However, staff members do not always experience the positive effects of group work which they had hoped for. When confronted with problems in group work, such as students who only maintain an appearance of being actively involved and students who let others do the work, teachers all too often implement solutions which can be characterized as teacher- directed rather than student-directed. Teachers tend to choose solutions which are familiar from their own experience during professional training, i.e. using the teacher-directed model. These solutions are not effective in improving group work and the negative experiences persist. It is argued that teachers should hold on to the underlying educational philosophy when solving problems arising from group work in PBL, by choosing actions which are consistent with the student-directed view of education in PBL.

Adaptive functioning and behaviour problems in relation to level of education in children and adolescents with intellectual disability.

PubMed

de Bildt, A; Sytema, S; Kraijer, D; Sparrow, S; Minderaa, R

2005-09-01

The interrelationship between adaptive functioning, behaviour problems and level of special education was studied in 186 children with IQs ranging from 61 to 70. The objective was to increase the insight into the contribution of adaptive functioning and general and autistic behaviour problems to the level of education in children with intellectual disability (ID). Children from two levels of special education in the Netherlands were compared with respect to adaptive functioning [Vineland Adaptive Behavior Scales (VABS)], general behaviour problems [Child Behavior Checklist (CBCL)] and autistic behaviour problems [Autism Behavior Checklist (ABC)]. The effect of behaviour problems on adaptive functioning, and the causal relationships between behaviour problems, adaptive functioning and level of education were investigated. Children in schools for mild learning problems had higher VABS scores, and lower CBCL and ABC scores. The ABC had a significant effect on the total age equivalent of the VABS in schools for severe learning problems, the CBCL in schools for mild learning problems. A direct effect of the ABC and CBCL total scores on the VABS age equivalent was found, together with a direct effect of the VABS age equivalent on level of education and therefore an indirect effect of ABC and CBCL on level of education. In the children with the highest level of mild ID, adaptive functioning seems to be the most important factor that directly influences the level of education that a child attends. Autistic and general behaviour problems directly influence the level of adaptive functioning. Especially, autistic problems seem to have such a restrictive effect on the level of adaptive functioning that children do not reach the level of education that would be expected based on IQ. Clinical implications are discussed.

Understanding the Effects of Databases as Cognitive Tools in a Problem-Based Multimedia Learning Environment

ERIC Educational Resources Information Center

Li, Rui; Liu, Min

2007-01-01

The purpose of this study is to examine the potential of using computer databases as cognitive tools to share learners' cognitive load and facilitate learning in a multimedia problem-based learning (PBL) environment designed for sixth graders. Two research questions were: (a) can the computer database tool share sixth-graders' cognitive load? and…

Developing Long-Term Computing Skills among Low-Achieving Students via Web-Enabled Problem-Based Learning and Self-Regulated Learning

ERIC Educational Resources Information Center

Tsai, Chia-Wen; Lee, Tsang-Hsiung; Shen, Pei-Di

2013-01-01

Many private vocational schools in Taiwan have taken to enrolling students with lower levels of academic achievement. The authors re-designed a course and conducted a series of quasi-experiments to develop students' long-term computing skills, and examined the longitudinal effects of web-enabled, problem-based learning (PBL) and self-regulated…

Using Multiple High-Impact Practices to Improve Student Learning in an Undergraduate Health Science Program

ERIC Educational Resources Information Center

Ganesh, Chandrakala; Smith, Jason A.

2017-01-01

Problem-based learning can be an effective educational approach for students entering the health care field. While broadly used in graduate and professional education in the health sciences, it is less widely used in undergraduate programs. We discuss the use of problem-based learning as part of an approach to address failure rates in select…

Analysis of problem solving on project based learning with resource based learning approach computer-aided program

NASA Astrophysics Data System (ADS)

Kuncoro, K. S.; Junaedi, I.; Dwijanto

2018-03-01

This study aimed to reveal the effectiveness of Project Based Learning with Resource Based Learning approach computer-aided program and analyzed problem-solving abilities in terms of problem-solving steps based on Polya stages. The research method used was mixed method with sequential explanatory design. The subject of this research was the students of math semester 4. The results showed that the S-TPS (Strong Top Problem Solving) and W-TPS (Weak Top Problem Solving) had good problem-solving abilities in each problem-solving indicator. The problem-solving ability of S-MPS (Strong Middle Problem Solving) and (Weak Middle Problem Solving) in each indicator was good. The subject of S-BPS (Strong Bottom Problem Solving) had a difficulty in solving the problem with computer program, less precise in writing the final conclusion and could not reflect the problem-solving process using Polya’s step. While the Subject of W-BPS (Weak Bottom Problem Solving) had not been able to meet almost all the indicators of problem-solving. The subject of W-BPS could not precisely made the initial table of completion so that the completion phase with Polya’s step was constrained.

Problem-Based Learning in Professional Entry-Level Therapy Education: A Review of Controlled Evaluation Studies

ERIC Educational Resources Information Center

O'Donoghue, Grainne; McMahon, Sinead; Doody, Catherine; Smith, Kathyrn; Cusack, Tara

2011-01-01

Although there has been growing interest in problem-based learning (PBL) by professional entry-level therapy educators, its effectiveness is as yet unclear. Existing overviews of the field do not provide high-quality evidence in terms of the effectiveness or otherwise of PBL in professional therapy education. The purposes of this article is to…

Mathematical Problem Posing as a Measure of Curricular Effect on Students' Learning

ERIC Educational Resources Information Center

Cai, Jinfa; Moyer, John C.; Wang, Ning; Hwang, Stephen; Nie, Bikai; Garber, Tammy

2013-01-01

In this study, we used problem posing as a measure of the effect of middle-school curriculum on students' learning in high school. Students who had used a standards-based curriculum in middle school performed equally well or better in high school than students who had used more traditional curricula. The findings from this study not only show…

The Effects of the Concrete-Representational-Abstract Integration Strategy on the Ability of Students with Learning Disabilities to Multiply Linear Expressions within Area Problems

ERIC Educational Resources Information Center

Strickland, Tricia K.; Maccini, Paula

2013-01-01

We examined the effects of the Concrete-Representational-Abstract Integration strategy on the ability of secondary students with learning disabilities to multiply linear algebraic expressions embedded within contextualized area problems. A multiple-probe design across three participants was used. Results indicated that the integration of the…

The Effects of Varied Visual Organizational Strategies within Computer-Based Instruction on Factual, Conceptual and Problem Solving Learning.

ERIC Educational Resources Information Center

Haag, Brenda Bannan; Grabowski, Barbara L.

The purpose of this exploratory study was to examine the effectiveness of learner manipulation of visuals with and without organizing cues in computer-based instruction on adults' factual, conceptual, and problem-solving learning. An instructional unit involving the physiology and the anatomy of the heart was used. A post-test only control group…

Experimental Evidence of the Relative Effectiveness of Problem-Based Learning for Knowledge Acquisition and Retention

ERIC Educational Resources Information Center

Wijnen, Marit; Loyens, Sofie M. M.; Schaap, Lydia

2016-01-01

This study investigated the effects of problem-based learning (PBL) on knowledge acquisition and knowledge retention in a controlled experiment in a lab setting. Eighty-eight first-year psychology students were randomly assigned to either a PBL condition, a lecture condition, or a self-study condition. All participants had the opportunity to study…

The Effect of Cooperative Learning Method and Systematic Teaching on Students' Achievement and Retention of Knowledge in Social Studies Lesson

ERIC Educational Resources Information Center

Korkmaz Toklucu, Selma; Tay, Bayram

2016-01-01

Problem Statement: Many effective instructional strategies, methods, and techniques, which were developed in accordance with constructivist approach, can be used together in social studies lessons. Constructivist education comprises active learning processes. Two active learning approaches are cooperative learning and systematic teaching. Purpose…

Effectiveness of eLearning in Statistics: Pictures and Stories

ERIC Educational Resources Information Center

Blackburn, Greg

2015-01-01

The study investigates (1) the effectiveness of using eLearning-embedded stories and pictures in order to improve learning outcomes for students and (2) how universities can adopt innovative approaches to the creation of Problem-Based Learning (PBL) resources and embed them in educational technology for teaching domain-specific content, such as…

Negative Effects of Learning Spreadsheet Management on Learning Database Management

ERIC Educational Resources Information Center

Vágner, Anikó; Zsakó, László

2015-01-01

A lot of students learn spreadsheet management before database management. Their similarities can cause a lot of negative effects when learning database management. In this article, we consider these similarities and explain what can cause problems. First, we analyse the basic concepts such as table, database, row, cell, reference, etc. Then, we…

Role-playing in the problem-based learning class.

PubMed

Chan, Zenobia C Y

2012-01-01

Learning and teaching have been conceptualized and executed in many styles, such as self-learning, peer learning, and interaction between the learner and mentor. Today, openness to alternative ideas and embracing innovative approaches in nursing education are encouraged in order to meet students' learning interests and needs, and to address ever-changing healthcare requests. Problem-based learning has been widely adopted in nursing education, with various positive effects on students' learning, such as motivated learning, team work, problem-solving skills and critical thinking. Role-plays have been demonstrated as an effective learning strategy that includes an active and experiential feature that facilitates students' autonomy in their health-related learning. However, there is a lack of discussion of whether and how role-play can be used in problem-based learning (PBL). This paper shows the development of a classroom-based innovation using role-play in the PBL class for higher diploma year-one nurse students (a total of 20 students, five per group). This paper consists of five sections: a) the literature on PBL and nurse education, and role-plays as the innovation; b) the PBL case scenario with the illustration of the two role-play scripts, c) student evaluation on role-play in the PBL class; d) discussions on both achievements and limitations of this innovation, and e) the conclusion. It is hoped that this paper will be an example to other nurse educators who are keen on exploring interactive and student-driven learning and teaching strategies in the PBL class. Copyright © 2011 Elsevier Ltd. All rights reserved.

Bidirectional extreme learning machine for regression problem and its learning effectiveness.

PubMed

Yang, Yimin; Wang, Yaonan; Yuan, Xiaofang

2012-09-01

It is clear that the learning effectiveness and learning speed of neural networks are in general far slower than required, which has been a major bottleneck for many applications. Recently, a simple and efficient learning method, referred to as extreme learning machine (ELM), was proposed by Huang , which has shown that, compared to some conventional methods, the training time of neural networks can be reduced by a thousand times. However, one of the open problems in ELM research is whether the number of hidden nodes can be further reduced without affecting learning effectiveness. This brief proposes a new learning algorithm, called bidirectional extreme learning machine (B-ELM), in which some hidden nodes are not randomly selected. In theory, this algorithm tends to reduce network output error to 0 at an extremely early learning stage. Furthermore, we find a relationship between the network output error and the network output weights in the proposed B-ELM. Simulation results demonstrate that the proposed method can be tens to hundreds of times faster than other incremental ELM algorithms.

Problem-Based Learning in a Local Church: A Grounded Theory Study of the Korean Sunday School Teachers' Perception of the Effects of Problem-Based Learning in Teacher Education

ERIC Educational Resources Information Center

Lee, Sooin Tim

2012-01-01

There is a hunger for effective teacher equipping programs for adult volunteer teachers in the educational ministry of today's churches. In addition, these programs for volunteer teachers need to be well-suited for adult learners and relevant to their real-life situations. The purpose of this qualitative study is to explore the effects of…

Social problem-solving in Chinese baccalaureate nursing students.

PubMed

Fang, Jinbo; Luo, Ying; Li, Yanhua; Huang, Wenxia

2016-11-01

To describe social problem solving in Chinese baccalaureate nursing students. A descriptive cross-sectional study was conducted with a cluster sample of 681 Chinese baccalaureate nursing students. The Chinese version of the Social Problem-Solving scale was used. Descriptive analyses, independent t-test and one-way analysis of variance were applied to analyze the data. The final year nursing students presented the highest scores of positive social problem-solving skills. Students with experiences of self-directed and problem-based learning presented significantly higher scores in Positive Problem Orientation subscale. The group with Critical thinking training experience, however, displayed higher negative problem solving scores compared with nonexperience group. Social problem solving abilities varied based upon teaching-learning strategies. Self-directed and problem-based learning may be recommended as effective way to improve social problem-solving ability. © 2016 Chinese Cochrane Center, West China Hospital of Sichuan University and John Wiley & Sons Australia, Ltd.

[E-Learning--an important contribution to general medical training and continuing education?].

PubMed

Ruf, D; Berner, M M; Kriston, L; Härter, M

2008-09-01

There is increasing activity in the development of e-learning modules for general medical training and continuing education. One of the central advantages of e-learning is flexibility regarding time and place of its use. The quality of the available e-learning opportunities varies quite considerably. For users it is often not easy to assess the quality of e-learning modules or to find offers of high quality. This could be a reason for the fact that despite the huge number of e-learning modules still only few students and physicians are using them. This is although e-learning has proven to be as effective as and even more efficient than learning in the classroom or with paper-based materials. This article summarizes the different models of e-learning, how and where to find offers of high quality, advantages of using e-learning, and the effectiveness and efficiency of such offers. In addition problems of e-learning and possibilities to overcome these problems are shown.

The Effect of Augmented Reality Applications in the Learning Process: A Meta-Analysis Study

ERIC Educational Resources Information Center

Ozdemir, Muzaffer; Sahin, Cavus; Arcagok, Serdar; Demir, M. Kaan

2018-01-01

Purpose: The aim of this research is to investigate the effect of Augmented Reality (AR) applications in the learning process. Problem: Research that determines the effectiveness of Augmented Reality (AR) applications in the learning process with different variables has not been encountered in national or international literature. Research…

Workplace Learning: A Concept in Off-Campus Teaching.

ERIC Educational Resources Information Center

Rose, Emma; McKee, Willie; Temple, Bryan K.; Harrison, David K.; Kirkwood, D.

2001-01-01

Discusses types of university-provided workplace learning; identifies problems posed by employee turnover and lack of equipment. Suggests that the problem of too few students to have a cost-effective program can be solved by clustering program offerings for small businesses. (Contains 25 references.) (SK)

The Effectiveness of Problem-Based Learning Approach Based on Multiple Intelligences in Terms of Student’s Achievement, Mathematical Connection Ability, and Self-Esteem

NASA Astrophysics Data System (ADS)

Kartikasari, A.; Widjajanti, D. B.

2017-02-01

The aim of this study is to explore the effectiveness of learning approach using problem-based learning based on multiple intelligences in developing student’s achievement, mathematical connection ability, and self-esteem. This study is experimental research with research sample was 30 of Grade X students of MIA III MAN Yogyakarta III. Learning materials that were implemented consisting of trigonometry and geometry. For the purpose of this study, researchers designed an achievement test made up of 44 multiple choice questions with respectively 24 questions on the concept of trigonometry and 20 questions for geometry. The researcher also designed a connection mathematical test and self-esteem questionnaire that consisted of 7 essay questions on mathematical connection test and 30 items of self-esteem questionnaire. The learning approach said that to be effective if the proportion of students who achieved KKM on achievement test, the proportion of students who achieved a minimum score of high category on the results of both mathematical connection test and self-esteem questionnaire were greater than or equal to 70%. Based on the hypothesis testing at the significance level of 5%, it can be concluded that the learning approach using problem-based learning based on multiple intelligences was effective in terms of student’s achievement, mathematical connection ability, and self-esteem.

The effects of a shared, Intranet science learning environment on the academic behaviors of problem-solving and metacognitive reflection

NASA Astrophysics Data System (ADS)

Parker, Mary Jo

This study investigated the effects of a shared, Intranet science environment on the academic behaviors of problem-solving and metacognitive reflection. Seventy-eight subjects included 9th and 10th grade male and female biology students. A quasi-experimental design with pre- and post-test data collection and randomization occurring through assignment of biology classes to traditional or shared, Intranet learning groups was employed. Pilot, web-based distance education software (CourseInfo) created the Intranet learning environment. A modified ecology curriculum provided contextualization and content for traditional and shared learning environments. The effect of this environment on problem-solving, was measured using the standardized Watson-Glaser Critical Thinking Appraisal test. Metacognitive reflection, was measured in three ways: (a) number of concepts used, (b) number of concept links noted, and (c) number of concept nodes noted. Visual learning software, Inspiration, generated concept maps. Secondary research questions evaluated the pilot CourseInfo software for (a) tracked user movement, (b) discussion forum findings, and (c) difficulties experienced using CourseInfo software. Analysis of problem-solving group means reached no levels of significance resulting from the shared, Intranet environment. Paired t-Test of individual differences in problem-solving reached levels of significance. Analysis of metacognitive reflection by number of concepts reached levels of significance. Metacognitive reflection by number of concept links noted also reach significance. No significance was found for metacognitive reflection by number of concept nodes. No gender differences in problem-solving ability and metacognitive reflection emerged. Lack of gender differences in the shared, Intranet environment strongly suggests an equalizing effect due to the cooperative, collaborative nature of Intranet environments. Such environments appeal to, and rank high with, the female gender. Tracking learner movements in web-based, science environments has metacognitive and problem-solving learner implications. CourseInfo software offers one method of informing instruction within web-based learning environments focusing on academic behaviors. A shared, technology-supported learning environment may pose one model which science classrooms can use to create equitable scientific study across gender. The lack of significant differences resulting from this environment presents one model for improvement of individual problem-solving ability and metacognitive reflection across gender.

EFFECTIVENESS OF PROBLEM BASED LEARNING AS A STRATEGY TO FOSTER PROBLEM SOLVING AND CRITICAL REASONING SKILLS AMONG MEDICAL STUDENTS.

PubMed

Asad, Munazza; Iqbal, Khadija; Sabir, Mohammad

2015-01-01

Problem based learning (PBL) is an instructional approach that utilizes problems or cases as a context for students to acquire problem solving skills. It promotes communication skills, active learning, and critical thinking skills. It encourages peer teaching and active participation in a group. It was a cross-sectional study conducted at Al Nafees Medical College, Isra University, Islamabad, in one month duration. This study was conducted on 193 students of both 1st and 2nd year MBBS. Each PBL consists of three sessions, spaced by 2-3 days. In the first session students were provided a PBL case developed by both basic and clinical science faculty. In Session 2 (group discussion), they share, integrate their knowledge with the group and Wrap up (third session), was concluded at the end. A questionnaire based survey was conducted to find out overall effectiveness of PBL sessions. Teaching through PBLs greatly improved the problem solving and critical reasoning skills with 60% students of first year and 71% of 2nd year agreeing that the acquisition of knowledge and its application in solving multiple choice questions (MCQs) was greatly improved by these sessions. They observed that their self-directed learning, intrinsic motivation and skills to relate basic concepts with clinical reasoning which involves higher order thinking have greatly enhanced. Students found PBLs as an effective strategy to promote teamwork and critical thinking skills. PBL is an effective method to improve critical thinking and problem solving skills among medical students.

A Mindfulness-Based Intervention Pilot Feasibility Study for Elementary School Students With Severe Learning Difficulties: Effects on Internalized and Externalized Symptoms From an Emotional Regulation Perspective

PubMed Central

Malboeuf-Hurtubise, Catherine; Lacourse, Eric; Taylor, Geneviève; Joussemet, Mireille; Ben Amor, Leila

2016-01-01

Objective. Students with severe learning disabilities often show signs of anxiety, depression, and problem behaviors such as inattention and conduct problems. Mindfulness-based interventions (MBIs) in school settings constitute a promising option to alleviate these co-occurring symptoms. This pilot study aimed to evaluate the impact of an MBI on symptoms and behaviors of elementary school students with severe learning disabilities. Method. A one-group pretest-posttest design was used. The sample comprised 14 students aged 9 to 12 years with special education needs. Both student-report and teacher-report of the Behavior Assessment System for Children, Second Edition were used. Results. Repeated-measures analyses of variance revealed a significant impact of the MBI on symptoms and behaviors such as anxiety, depression, inattention, aggression, and conduct problems. Effect sizes for all variables were considered large (partial η2 = .31-.61). Conclusion. These preliminary results indicate that MBIs can reduce the frequency of symptoms and problem behaviors often found in children with learning disabilities in elementary schools. Further multiple baseline experimental trials with a long-term follow-up are warranted to establish more robustly the effect of MBIs for children with learning disabilities.

Learning Skills Profiles of master's students in nursing administration: assessing the impact of problem-based learning.

PubMed

Baker, Constance M; McDaniel, Anna M; Pesut, Daniel J; Fisher, Mary L

2007-01-01

Attempts to compare graduate student performances before and after introducing new curricula are rare; yet faculties need outcome measures to justify program costs and demonstrate effectiveness. Boyatzis and Kolb's Learning Skills Profile is used to assess the outcomes of a problem-based learning MSN program. Increases were demonstrated among all 12 learning skills; statistically significant increases were found in eight of the personal learning skills and six of the job skill demands. Comparisons are made between scores of students in the MSN program and scores of master's students in business administration.

The Effects of Problem-Based Learning on Metacognitive Awareness and Attitudes toward Chemistry of Prospective Teachers with Different Academic Backgrounds

ERIC Educational Resources Information Center

Tosun, Cemal; Senocak, Erdal

2013-01-01

The aim of this study was to reveal the effects of Problem-based Learning (PBL) on the metacognitive awareness and attitudes toward chemistry of teacher candidates with different academic backgrounds. The study was carried out on one group using both pre-and post-test experimental studies. The findings of the study were obtained through…

Designing Adaptive Instructional Environments: Insights from Empirical Evidence

DTIC Science & Technology

2011-10-01

theorems. Cohen’s f effect size for pretest to posttest gain, averaged across different problems = 0.46. 7 Basis for Adaptation Ability of...problems and took a posttest . Measures of Learning 26-item multiple choice pretest and posttest . Effect size on posttest scores as measured by...solving algebraic equations. Measures of Learning Pretest and posttest using rapid diagnostic testing procedure: Student had to provide their

Factors Associated with the Academic Achievement of Perinatally HIV-Infected Elementary and Middle School Children

ERIC Educational Resources Information Center

Ellis, Walter L.

2004-01-01

It is well documented that perinatally HIV-infected children experience difficulty in learning as well as behavioral and social problems in the school setting. While the research is mixed on the effect of the HIV virus on behavioral and social problems, it is much clearer on the effect of this virus on learning. This exploratory study identifies…

Educational Technologies in Problem-Based Learning in Health Sciences Education: A Systematic Review

PubMed Central

Jin, Jun

2014-01-01

Background As a modern pedagogical philosophy, problem-based learning (PBL) is increasingly being recognized as a major research area in student learning and pedagogical innovation in health sciences education. A new area of research interest has been the role of emerging educational technologies in PBL. Although this field is growing, no systematic reviews of studies of the usage and effects of educational technologies in PBL in health sciences education have been conducted to date. Objective The aim of this paper is to review new and emerging educational technologies in problem-based curricula, with a specific focus on 3 cognate clinical disciplines: medicine, dentistry, and speech and hearing sciences. Analysis of the studies reviewed focused on the effects of educational technologies in PBL contexts while addressing the particular issue of scaffolding of student learning. Methods A comprehensive computerized database search of full-text articles published in English from 1996 to 2014 was carried out using 3 databases: ProQuest, Scopus, and EBSCOhost. Eligibility criteria for selection of studies for review were also determined in light of the population, intervention, comparison, and outcomes (PICO) guidelines. The population was limited to postsecondary education, specifically in dentistry, medicine, and speech and hearing sciences, in which PBL was the key educational pedagogy and curriculum design. Three types of educational technologies were identified as interventions used to support student inquiry: learning software and digital learning objects; interactive whiteboards (IWBs) and plasma screens; and learning management systems (LMSs). Results Of 470 studies, 28 were selected for analysis. Most studies examined the effects of learning software and digital learning objects (n=20) with integration of IWB (n=5) and LMS (n=3) for PBL receiving relatively less attention. The educational technologies examined in these studies were seen as potentially fit for problem-based health sciences education. Positive outcomes for student learning included providing rich, authentic problems and/or case contexts for learning; supporting student development of medical expertise through the accessing and structuring of expert knowledge and skills; making disciplinary thinking and strategies explicit; providing a platform to elicit articulation, collaboration, and reflection; and reducing perceived cognitive load. Limitations included cumbersome scenarios, infrastructure requirements, and the need for staff and student support in light of the technological demands of new affordances. Conclusions This literature review demonstrates the generally positive effect of educational technologies in PBL. Further research into the various applications of educational technology in PBL curricula is needed to fully realize its potential to enhance problem-based approaches in health sciences education. PMID:25498126

Educational technologies in problem-based learning in health sciences education: a systematic review.

PubMed

Jin, Jun; Bridges, Susan M

2014-12-10

As a modern pedagogical philosophy, problem-based learning (PBL) is increasingly being recognized as a major research area in student learning and pedagogical innovation in health sciences education. A new area of research interest has been the role of emerging educational technologies in PBL. Although this field is growing, no systematic reviews of studies of the usage and effects of educational technologies in PBL in health sciences education have been conducted to date. The aim of this paper is to review new and emerging educational technologies in problem-based curricula, with a specific focus on 3 cognate clinical disciplines: medicine, dentistry, and speech and hearing sciences. Analysis of the studies reviewed focused on the effects of educational technologies in PBL contexts while addressing the particular issue of scaffolding of student learning. A comprehensive computerized database search of full-text articles published in English from 1996 to 2014 was carried out using 3 databases: ProQuest, Scopus, and EBSCOhost. Eligibility criteria for selection of studies for review were also determined in light of the population, intervention, comparison, and outcomes (PICO) guidelines. The population was limited to postsecondary education, specifically in dentistry, medicine, and speech and hearing sciences, in which PBL was the key educational pedagogy and curriculum design. Three types of educational technologies were identified as interventions used to support student inquiry: learning software and digital learning objects; interactive whiteboards (IWBs) and plasma screens; and learning management systems (LMSs). Of 470 studies, 28 were selected for analysis. Most studies examined the effects of learning software and digital learning objects (n=20) with integration of IWB (n=5) and LMS (n=3) for PBL receiving relatively less attention. The educational technologies examined in these studies were seen as potentially fit for problem-based health sciences education. Positive outcomes for student learning included providing rich, authentic problems and/or case contexts for learning; supporting student development of medical expertise through the accessing and structuring of expert knowledge and skills; making disciplinary thinking and strategies explicit; providing a platform to elicit articulation, collaboration, and reflection; and reducing perceived cognitive load. Limitations included cumbersome scenarios, infrastructure requirements, and the need for staff and student support in light of the technological demands of new affordances. This literature review demonstrates the generally positive effect of educational technologies in PBL. Further research into the various applications of educational technology in PBL curricula is needed to fully realize its potential to enhance problem-based approaches in health sciences education.

Efficacy of problem based learning in a high school science classroom

NASA Astrophysics Data System (ADS)

Rissi, James Ryan

At the high school level, the maturity of the students, as well as constraints of the traditional high school (both in terms of class time, and number of students), impedes the use of the Problem-based instruction. But with more coaching, guidance, and planning, Problem-based Learning may be an effective teaching technique with secondary students. In recent years, the State of Michigan High School Content Expectations have emphasized the importance of inquiry and problem solving in the high school science classroom. In order to help students gain inquiry and problem solving skills, a move towards a problem-based curriculum and away from the didactic approach may lead to favorable results. In this study, the problem-based-learning framework was implemented in a high school Anatomy and Physiology classroom. Using pre-tests and post-tests over the material presented using the Problem-based technique, student comprehension and long-term retention of the material was monitored. It was found that Problem-based Learning produced comparable test performance when compared to traditional lecture, note-taking, and enrichment activities. In addition, students showed evidence of gaining research and team-working skills.

Benefits of using a hybrid problem-based learning curriculum to improve long-term learning acquisition in undergraduate biology education.

PubMed

Carrió, Mar; Agell, Laia; Baños, Josep Eladi; Moyano, Elisabeth; Larramona, Pilar; Pérez, Jorge

2016-08-01

Although problem-based learning (PBL) has been used for over 40 years, with many studies comparing the benefits of PBL versus other educational approaches, little attention has been paid to the effectiveness of hybrid PBL (H-PBL) curricula. Here we aimed to compare the learning outcomes of two groups of undergraduate biology students working towards a bachelor's degree: one group used an H-PBL approach, while the second used a lecture-based learning (LBL) approach. Specifically, the H-PBL group used a PBL module with interdisciplinary problems, which represented 20% of the entire curriculum. The main outcomes of evaluation were the long-term acquisition of factual knowledge and the problem-solving skills at the end of the bachelor's degree. The sample included 85 students, 39 in the H-PBL group and 46 in the LBL group. We found that an H-PBL curriculum can improve the students' learning outcomes such as long-term knowledge acquisition, problem solving skills and generic competences. © FEMS 2016. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Effects of a Problem-Based Learning Program on Engineering Students' Academic Achievements, Skills Development and Attitudes in a Mexican University.

ERIC Educational Resources Information Center

Polanco, Rodrigo; Calderon, Patricia; Delgado, Franciso

A 3-year follow-up evaluation was conducted of an experimental problem-based learning (PBL) integrated curriculum directed to students of the first 2 years of engineering. The PBL curriculum brought together the contents of physics, mathematics, and computer science courses in a single course in which students worked on real-life problems. In…

Working Towards a Scalable Model of Problem-Based Learning Instruction in Undergraduate Engineering Education

ERIC Educational Resources Information Center

Mantri, Archana

2014-01-01

The intent of the study presented in this paper is to show that the model of problem-based learning (PBL) can be made scalable by designing curriculum around a set of open-ended problems (OEPs). The detailed statistical analysis of the data collected to measure the effects of traditional and PBL instructions for three courses in Electronics and…

A Practical Guide To Developing Effective Web-based Learning

PubMed Central

Cook, David A; Dupras, Denise M

2004-01-01

OBJECTIVE Online learning has changed medical education, but many “educational” websites do not employ principles of effective learning. This article will assist readers in developing effective educational websites by integrating principles of active learning with the unique features of the Web. DESIGN Narrative review. RESULTS The key steps in developing an effective educational website are: Perform a needs analysis and specify goals and objectives; determine technical resources and needs; evaluate preexisting software and use it if it fully meets your needs; secure commitment from all participants and identify and address potential barriers to implementation; develop content in close coordination with website design (appropriately use multimedia, hyperlinks, and online communication) and follow a timeline; encourage active learning (self-assessment, reflection, self-directed learning, problem-based learning, learner interaction, and feedback); facilitate and plan to encourage use by the learner (make website accessible and user-friendly, provide time for learning, and motivate learners); evaluate learners and course; pilot the website before full implementation; and plan to monitor online communication and maintain the site by resolving technical problems, periodically verifying hyperlinks, and regularly updating content. CONCLUSION Teaching on the Web involves more than putting together a colorful webpage. By consistently employing principles of effective learning, educators will unlock the full potential of Web-based medical education. PMID:15209610

Sleep Disorders as a Risk to Language Learning and Use.

PubMed

McGregor, Karla K; Alper, Rebecca M

2015-05-01

Are people with sleep disorders at higher risk for language learning deficits than healthy sleepers? Scoping Review. PubMed, Google Scholar, Trip Database, ClinicalTrials.gov. sleep disorders AND language AND learning; sleep disorders language learning -deprivation -epilepsy; sleep disorders AND verbal learning. 36. Children and adults with sleep disorders were at a higher risk for language problems than healthy sleepers. The language problems typically co-occurred with problems of attention and executive function (in children and adults), behavior (in children), and visual-spatial processing (in adults). Effects were typically small. Language problems seldom rose to a level of clinical concern but there were exceptions involving phonological deficits in children with sleep-disordered breathing and verbal memory deficits among adults with sleep-disordered breathing or idiopathic REM sleep behavior disorder. Case history interviews should include questions about limited sleep, poor-quality sleep, snoring, and excessive daytime sleepiness. Medical referrals for clients with suspected sleep disorders are prudent.

The Relationship between Learning Effectiveness, Teacher Competence and Teachers Performance Madrasah Tsanawiyah at Serang, Banten, Indonesia

ERIC Educational Resources Information Center

Rahmatullah, Mamat

2016-01-01

In this study, the problem is limited factors relating to the learning effectiveness and teacher competence in improving the teacher performance. Therefore, this study will try to get explanations from some main issues which include the learning effectiveness issue, and teacher competence to increase teacher performance in Madrasah Tsanawiyah at…

The Evidence for the Effectiveness of Action Learning

ERIC Educational Resources Information Center

Leonard, H. Skipton; Marquardt, Michael J.

2010-01-01

For the past 50 years, organizations and individuals around the world have reported success in their use of action learning programs to solve problems, develop leaders, build teams and transform their corporate cultures. However, very little rigorous research has been conducted to determine the effectiveness of action learning. The authors…

Design and Effects of a Concept Focused Discussion Environment in E-Learning

ERIC Educational Resources Information Center

Yilmaz, Erdi Okan; Yurdugul, Halil

2016-01-01

Problem Statement: Within the frame of learning management systems, this study develops a concept focused discussion environment and validates the effectiveness of this environment's use through an experimental study. Purpose of the Study: Online discussion forums, which are commonly used in learning management systems (LMS), can negatively…

Saving Face: Managing Rapport in a Problem-Based Learning Group

ERIC Educational Resources Information Center

Robinson, Leslie; Harris, Ann; Burton, Rob

2015-01-01

This qualitative study investigated the complex social aspects of communication required for students to participate effectively in Problem-Based Learning and explored how these dynamics are managed. The longitudinal study of a group of first-year undergraduates examined interactions using Rapport Management as a framework to analyse communication…

Teaching Agile Software Engineering Using Problem-Based Learning

ERIC Educational Resources Information Center

El-Khalili, Nuha H.

2013-01-01

Many studies have reported the utilization of Problem-Based Learning (PBL) in teaching Software Engineering courses. However, these studies have different views of the effectiveness of PBL. This paper presents the design of an Advanced Software Engineering course for undergraduate Software Engineering students that uses PBL to teach them Agile…

Using Analogies to Facilitate Conceptual Change in Mathematics Learning

ERIC Educational Resources Information Center

Vamvakoussi, Xenia

2017-01-01

The problem of adverse effects of prior knowledge in mathematics learning has been amply documented and theorized by mathematics educators as well as cognitive/developmental psychologists. This problem emerges when students' prior knowledge about a mathematical notion comes in contrast with new information coming from instruction, giving rise to…

Social Aspects of CSCL Environments: A Research Framework

ERIC Educational Resources Information Center

Kreijns, Karel; Kirschner, Paul A.; Vermeulen, Marjan

2013-01-01

Although there are research findings supporting the positive effects of computer-supported collaborative learning (CSCL), problems have been reported regarding the learning process itself, group formation, and group dynamics. These problems can be traced back to impeded social interaction between group members. Social interaction is necessary (a)…

Bringing Management Reality into the Classroom--The Development of Interactive Learning.

ERIC Educational Resources Information Center

Nicholson, Alastair

1997-01-01

Effective learning in management education can be enhanced by reproducing the real-world need to solve problems under pressure of time, inadequate information, and group interaction. An interactive classroom communication system involving problems in decision making and continuous improvement is one method for bridging theory and practice. (SK)

The Investigation of the Effects of Physical Education Lessons Planned in Accordance with Cooperative Learning Approach on Secondary School Students' Problem Solving Skills

ERIC Educational Resources Information Center

Gorucu, Alpaslan

2016-01-01

The purpose of the present research was to investigate the effects of physical education lessons planned in accordance with cooperative learning approach on secondary school students' problem solving skills. The research was conducted on 48 students studying at Konya/Selçuklu Sehit Mustafa Çuhadar Secondary School in fall semester of 2015-2016…

Effect of case-based learning on the development of graduate nurses' problem-solving ability.

PubMed

Yoo, Moon-Sook; Park, Jin-Hee

2014-01-01

Case-based learning (CBL) is a teaching strategy which promotes clinical problem-solving ability. This research was performed to investigate the effects of CBL on problem-solving ability of graduate nurses. This research was a quasi-experimental design using pre-test, intervention, and post-test with a non-synchronized, non-equivalent control group. The study population was composed of 190 new graduate nurses from university hospital A in Korea. Results of the research indicate that there was a statistically significant difference in objective problem-solving ability scores of CBL group demonstrating higher scores. Subjective problem-solving ability was also significantly higher in CBL group than in the lecture-based group. These results may suggest that CBL is a beneficial and effective instructional method of training graduate nurses to improve their clinical problem-solving ability. Copyright © 2013 Elsevier Ltd. All rights reserved.

Moving Beyond the Training Room: Fostering Workplace Learning through Online Journaling

ERIC Educational Resources Information Center

Cyboran, Vincent L.

2005-01-01

A variety of instructional methods have been shown to be effective in fostering employee learning in workplace training. These include problem-based learning, cooperative learning, and situated learning. Despite their success, however, there are at least two important reasons to actively foster learning beyond the training room: The transfer of…

Evaluating the Testing Effect in the Classroom: An Effective Way to Retrieve Learned Information

ERIC Educational Resources Information Center

Atabek Yigit, Elif; Balkan Kiyici, Fatime; Çetinkaya, Gamze

2014-01-01

Problem statement: Evaluation, an important step in educational settings, is usually understood as a process to measure what students know or what they have learned. A variety of methods can be used for assessment and tests are one of the most important and widely-used. While being tested, one may learn or retrieve previously learned information…

The Effect of a Reading Accommodation on Standardized Test Scores of Learning Disabled and Non Learning Disabled Students.

ERIC Educational Resources Information Center

Meloy, Linda L.; Deville, Craig; Frisbie, David

The effect of the Read Aloud accommodation on the performances of learning disabled in reading (LD-R) and non-learning disabled (non LD) middle school students was studied using selected texts from the Iowa Tests of Basic Skills (ITBS) achievement battery. Science, Usage and Expression, Math Problem Solving and Data Interpretation, and Reading…

Lack of interaction between sensing-intuitive learning styles and problem-first versus information-first instruction: a randomized crossover trial.

PubMed

Cook, David A; Thompson, Warren G; Thomas, Kris G; Thomas, Matthew R

2009-03-01

Adaptation to learning styles has been proposed to enhance learning. We hypothesized that learners with sensing learning style would perform better using a problem-first instructional method while intuitive learners would do better using an information-first method. Randomized, controlled, crossover trial. Resident ambulatory clinics. 123 internal medicine residents. Four Web-based modules in ambulatory internal medicine were developed in both "didactic" (information first, followed by patient problem and questions) and "problem" (case and questions first, followed by information) format. Knowledge posttest, format preference, learning style (Index of Learning Styles). Knowledge scores were similar between the didactic (mean +/- standard error, 83.0 +/- 0.8) and problem (82.3 +/- 0.8) formats (p = .42; 95% confidence interval [CI] for difference, -2.3 to 0.9). There was no difference between formats in regression slopes of knowledge scores on sensing-intuitive scores (p = .63) or in analysis of knowledge scores by styles classification (sensing 82.5 +/- 1.0, intermediate 83.7 +/- 1.2, intuitive 81.0 +/- 1.5; p = .37 for main effect, p = .59 for interaction with format). Format preference was neutral (3.2 +/- 0.2 [1 strongly prefers didactic, 6 strongly prefers problem], p = .12), and there was no association between learning styles and preference (p = .44). Formats were similar in time to complete modules (43.7 +/- 2.2 vs 43.2 +/- 2.2 minutes, p = .72). Starting instruction with a problem (versus employing problems later on) may not improve learning outcomes. Sensing and intuitive learners perform similarly following problem-first and didactic-first instruction. Results may apply to other instructional media.

[E-learning and the continuing professional development in medicine].

PubMed

De Fiore, Luca

2010-06-01

E-learning is widely used in continuing medical education but three main problems still face health decision makers: the substantial heterogeneity among the characteristics of the web-based educational projects; the concerns about the e-learning effectiveness; the variety of outcomes used to evaluate the effectiveness. Systematic reviews suggest e-learning has effectiveness similar to traditional educational methods.The attention should now be given to how and when can we use e-learning to improve the health workers' performance and better healthcare.

Review on the administration and effectiveness of team-based learning in medical education.

PubMed

Hur, Yera; Cho, A Ra; Kim, Sun

2013-12-01

Team-based learning (TBL) is an active learning approach. In recent years, medical educators have been increasingly using TBL in their classes. We reviewed the concepts of TBL and discuss examples of international cases. Two types of TBL are administered: classic TBL and adapted TBL. Combining TBL and problem-based learning (PBL) might be a useful strategy for medical schools. TBL is an attainable and efficient educational approach in preparing large classes with regard to PBL. TBL improves student performance, team communication skills, leadership skills, problem solving skills, and cognitive conceptual structures and increases student engagement and satisfaction. This study suggests recommendations for administering TBL effectively in medical education.

On Learning to Talk: Are Principles Derived from the Learning Laboratory Applicable?

ERIC Educational Resources Information Center

Palermo, David S.

While studies in learning and verbal behavior show that learning comes through paired-associate problems, they do not explain the acquisition of language. Three paradigms demonstrate mediation effect in paired-associate learning: response equivalence, stimulus equivalence, and chaining model. By reviewing children's language acquisition patterns…

Technology Development, Implementation and Assessment: K-16 Pre-Service, In-Service and Distance Learning Initiatives

NASA Technical Reports Server (NTRS)

Williams, William B., Jr.

1999-01-01

The technologies associated with distance learning are evolving rapidly, giving to educators a potential tool for enhancing the educational experiences of large numbers of students simultaneously. This enhancement, in order to be effective, must take into account the various agendas of teachers, administrators, state systems, and of course students. It must also make use of the latest research on effective pedagogy. This combination, effective pedagogy and robust information technology, is a powerful vehicle for communicating, to a large audience of school children the excitement of mathematics and science--an excitement that for the most part is now well-hidden. This project,"Technology Development, Implementation and Assessment," proposed to bring to bear on the education of learners in grades 3 - 8 in science and mathematics both advances in information technology and in effective pedagogy. Specifically, the project developed components NASA CONNECT video series--problem-based learning modules that focus on the scientific method and that incorporate problem-based learning scenarios tied to national mathematics and science standards. These videos serve two purposes; they engage students in the excitement of hands-on learning and they model for the teachers of these students the problem-based learning practices that are proving to be excellent ways to teach science and mathematics to school students. Another component of NASA CONNECT is the accompanying web-site.

Navigating complex decision spaces: Problems and paradigms in sequential choice

PubMed Central

Walsh, Matthew M.; Anderson, John R.

2015-01-01

To behave adaptively, we must learn from the consequences of our actions. Doing so is difficult when the consequences of an action follow a delay. This introduces the problem of temporal credit assignment. When feedback follows a sequence of decisions, how should the individual assign credit to the intermediate actions that comprise the sequence? Research in reinforcement learning provides two general solutions to this problem: model-free reinforcement learning and model-based reinforcement learning. In this review, we examine connections between stimulus-response and cognitive learning theories, habitual and goal-directed control, and model-free and model-based reinforcement learning. We then consider a range of problems related to temporal credit assignment. These include second-order conditioning and secondary reinforcers, latent learning and detour behavior, partially observable Markov decision processes, actions with distributed outcomes, and hierarchical learning. We ask whether humans and animals, when faced with these problems, behave in a manner consistent with reinforcement learning techniques. Throughout, we seek to identify neural substrates of model-free and model-based reinforcement learning. The former class of techniques is understood in terms of the neurotransmitter dopamine and its effects in the basal ganglia. The latter is understood in terms of a distributed network of regions including the prefrontal cortex, medial temporal lobes cerebellum, and basal ganglia. Not only do reinforcement learning techniques have a natural interpretation in terms of human and animal behavior, but they also provide a useful framework for understanding neural reward valuation and action selection. PMID:23834192

A View of the Science Education Research Literature: Scientific Discovery Learning with Computer Simulations.

ERIC Educational Resources Information Center

Robinson, William R.

2000-01-01

Describes a review of research that addresses the effectiveness of simulations in promoting scientific discovery learning and the problems that learners may encounter when using discovery learning. (WRM)

Problem solving therapy - use and effectiveness in general practice.

PubMed

Pierce, David

2012-09-01

Problem solving therapy (PST) is one of the focused psychological strategies supported by Medicare for use by appropriately trained general practitioners. This article reviews the evidence base for PST and its use in the general practice setting. Problem solving therapy involves patients learning or reactivating problem solving skills. These skills can then be applied to specific life problems associated with psychological and somatic symptoms. Problem solving therapy is suitable for use in general practice for patients experiencing common mental health conditions and has been shown to be as effective in the treatment of depression as antidepressants. Problem solving therapy involves a series of sequential stages. The clinician assists the patient to develop new empowering skills, and then supports them to work through the stages of therapy to determine and implement the solution selected by the patient. Many experienced GPs will identify their own existing problem solving skills. Learning about PST may involve refining and focusing these skills.

Data-driven advice for applying machine learning to bioinformatics problems

PubMed Central

Olson, Randal S.; La Cava, William; Mustahsan, Zairah; Varik, Akshay; Moore, Jason H.

2017-01-01

As the bioinformatics field grows, it must keep pace not only with new data but with new algorithms. Here we contribute a thorough analysis of 13 state-of-the-art, commonly used machine learning algorithms on a set of 165 publicly available classification problems in order to provide data-driven algorithm recommendations to current researchers. We present a number of statistical and visual comparisons of algorithm performance and quantify the effect of model selection and algorithm tuning for each algorithm and dataset. The analysis culminates in the recommendation of five algorithms with hyperparameters that maximize classifier performance across the tested problems, as well as general guidelines for applying machine learning to supervised classification problems. PMID:29218881

Design guidelines for interactive multimedia learning environments to promote social inclusion.

PubMed

Brown, D J; Powell, H M; Battersby, S; Lewis, J; Shopland, N; Yazdanparast, M

There is a continuing need for guidelines to aid in the design of Interactive Multimedia Learning Environments (IMLE) to promote effective learning. The project introduced in this paper looks at an important subset of this problem, the design of interactive learning environments to promote social inclusion. A consortium of six partners contributed toward defining learning material to develop a range of work based skills, including horticulture, IT and catering. These were then developed into IMLE prototypes. Formative evaluation of these prototypes then revealed a range of usability problems, which were grouped into generic types and frequency of occurrence. The most important and frequently occurring problems were used to distil a set of design guidelines for the development of effective IMLE. The results from this usability content analysis were also used to refine the initial prototypes to improve their usability and effectiveness. These guidelines, termed the Greenhat Design Guidelines, can be adopted for use by all multimedia developers aiming to promote the social inclusion of vulnerable or socially disadvantaged groups of people. The refined IMLE can be accessed via the Greenhat Server to improve the employment-related skills of socially excluded people.

Distance Metric Learning via Iterated Support Vector Machines.

PubMed

Zuo, Wangmeng; Wang, Faqiang; Zhang, David; Lin, Liang; Huang, Yuchi; Meng, Deyu; Zhang, Lei

2017-07-11

Distance metric learning aims to learn from the given training data a valid distance metric, with which the similarity between data samples can be more effectively evaluated for classification. Metric learning is often formulated as a convex or nonconvex optimization problem, while most existing methods are based on customized optimizers and become inefficient for large scale problems. In this paper, we formulate metric learning as a kernel classification problem with the positive semi-definite constraint, and solve it by iterated training of support vector machines (SVMs). The new formulation is easy to implement and efficient in training with the off-the-shelf SVM solvers. Two novel metric learning models, namely Positive-semidefinite Constrained Metric Learning (PCML) and Nonnegative-coefficient Constrained Metric Learning (NCML), are developed. Both PCML and NCML can guarantee the global optimality of their solutions. Experiments are conducted on general classification, face verification and person re-identification to evaluate our methods. Compared with the state-of-the-art approaches, our methods can achieve comparable classification accuracy and are efficient in training.

The Effect of Aural and Visual Storytelling on Vocabulary Retention of Iranian EFL Learners

ERIC Educational Resources Information Center

Amin Afshar, Maryam; Mojavezi, Ahmad

2017-01-01

EFL learners at all ages and proficiency levels are usually confronted with various problems in vocabulary learning and retention. This study sought to introduce strategies for improvement of vocabulary learning and retention. Therefore, the effects of using aural/visual storytelling on Iranian EFL learners' vocabulary learning and retention were…

Effects of Instruction-Supported Learning with Worked Examples in Quantitative Method Training

ERIC Educational Resources Information Center

Wagner, Kai; Klein, Martin; Klopp, Eric; Puhl, Thomas; Stark, Robin

2013-01-01

An experimental field study at a German university was conducted in order to test the effectiveness of an integrated learning environment to improve the acquisition of knowledge about empirical research methods. The integrated learning environment was based on the combination of instruction-oriented and problem-oriented design principles and…

Towards Effective Partnerships in a Collaborative Problem-Solving Task

ERIC Educational Resources Information Center

Schmitz, Megan J.; Winskel, Heather

2008-01-01

Background: Collaborative learning is recognized as an effective learning tool in the classroom. In order to optimize the collaborative learning experience for children within a collaborative partnership, it is important to understand how to match the children by ability level, and whether assigning roles within these dyads is beneficial or not.…

Pedagogical Significance of Wikis: Towards Gaining Effective Learning Outcomes

ERIC Educational Resources Information Center

Hewege, Chandana Rathnasiri; Perera, Liyanage Chamila Roshani

2013-01-01

Purpose: The purpose of this paper is to explore the effectiveness and pedagogical implications of integrating wikis into the curriculum and the subsequent learning outcomes of a group of Net-Gens who enrolled in an International Marketing course. The research problem of the study is: "What are the learning outcomes and pedagogical…

[Effective implementation of change into routine work. Thinking over ways and means of a learning experience in cardiology].

PubMed

Angelino, Elisabetta

2014-03-01

Effective implementation of change in patients' care is a substantive problem. Organizational learning is viewed as process of seeking, selecting, and adapting new "routines" to improve performance but learning from experience is not automatic, but rather may result from action and reflection within the organization.

The Effects of Variations in Lesson Control and Practice on Learning from Interactive Video.

ERIC Educational Resources Information Center

Hannafin, Michael J.; Colamaio, MaryAnne E.

1987-01-01

Discussion of the effects of variations in lesson control and practice on the learning of facts, procedures, and problem-solving skills during interactive video instruction focuses on a study of graduates and advanced level undergraduates learning cardiopulmonary resuscitation (CPR). Embedded questioning methods and posttests used are described.…

The Effect of Teacher's Ability and Student's Attitude on the Subject of Craft and Entrepreneurship to the Development of Entrepreneurship Spirit in the Implementation of Authentic Problem Based Learning

ERIC Educational Resources Information Center

Munawaroh

2017-01-01

Vocational high school must change student's mind set in order to be sure that they become entrepreneurs who will be better and nobler than become employees. This research aimed to determine the effect of teacher's ability in practicing the method of Authentic Problem Based Learning (APBL) and student's attitude to the development of…

Effect of Educational Agent and Its Form Characteristics on Problem Solving Ability Perception of Students in Online Task Based Learning Media

ERIC Educational Resources Information Center

Akyuz, Halil Ibrahim; Keser, Hafize

2015-01-01

The aim of this study is to investigate the effect of an educational agent, used in online task based learning media, and its form characteristics on problem solving ability perceptions of students. 2x2 factorial design is used in this study. The first study factor is the role of the educational agent and the second factor is form characteristics…

The effectiveness of clinical problem-based learning model of medico-jurisprudence education on general law knowledge for Obstetrics/Gynecological interns.

PubMed

Chang, Hui-Chin; Wang, Ning-Yen; Ko, Wen-Ru; Yu, You-Tsz; Lin, Long-Yau; Tsai, Hui-Fang

2017-06-01

The effective education method of medico-jurisprudence for medical students is unclear. The study was designed to evaluate the effectiveness of problem-based learning (PBL) model teaching medico-jurisprudence in clinical setting on General Law Knowledge (GLK) for medical students. Senior medical students attending either campus-based law curriculum or Obstetrics/Gynecology (Ob/Gyn) clinical setting morning meeting from February to July in 2015 were enrolled. A validated questionnaire comprising 45 questions were completed before and after the law education. The interns attending clinical setting small group improvisation medico-jurisprudence problem-based learning education had significantly better GLK scores than the GLK of students attending campus-based medical law education course after the period studied. PBL teaching model of medico-jurisprudence is an ideal alternative pedagogy model in medical law education curriculum. Copyright © 2017. Published by Elsevier B.V.

Impact of Problem-Based Learning (PBL) on Teachers' Beliefs regarding Technology Use

ERIC Educational Resources Information Center

Park, Sung Hee; Ertmer, Peggy A.

2008-01-01

Although computers are now commonplace within our lives, integration within schools is much less ordinary. While access and training are no longer considered significant barriers, attention has turned to the potential influence of teachers' beliefs. In response, problem-based learning (PBL) has been proposed as an effective approach for changing…

Reflective Learning and Prospective Teachers' Conceptual Understanding, Critical Thinking, Problem Solving, and Mathematical Communication Skills

ERIC Educational Resources Information Center

Junsay, Merle L.

2016-01-01

This is a quasi-experimental study that explored the effects of reflective learning on prospective teachers' conceptual understanding, critical thinking, problem solving, and mathematical communication skills and the relationship of these variables. It involved 60 prospective teachers from two basic mathematics classes of an institution of higher…

Facilitators' Perspectives of the Factors That Affect the Effectiveness of Problem-Based Learning Process

ERIC Educational Resources Information Center

Chan, Cecilia K. Y.

2016-01-01

Many educational researchers have established problem-based learning (PBL) as a total approach to education--both a product and a process--from a pedagogical instructional strategy to skills development to assessment. This study provides qualitative evidences from educational practitioners in various professional disciplines, namely, Medicine,…

Managing Chronic Pain in People with Learning Disabilities: A Case Study

ERIC Educational Resources Information Center

Lewis, Sarah; Bell, Dorothy; Gillanders, David

2007-01-01

Chronic pain is a prevalent, under-diagnosed problem in the learning disability population. This is in part due to communication problems, unrecognized pain behaviours and the effects of medication. As a consequence, chronic pain often goes untreated and causes ongoing distress. This paper initially describes the main research that has been…

Problem-Based Learning for Production and Operations Management

ERIC Educational Resources Information Center

Kanet, John J.; Barut, Mehmet

2003-01-01

In this paper, we describe our application of "problem-based learning" in the teaching of production/operations management. We describe a study of the effectiveness of this approach and present the results and analysis of this study. We provide a collection of our experiences in using this method and conclude with some general…

Examining the Impact of Adaptively Faded Worked Examples on Student Learning Outcomes

ERIC Educational Resources Information Center

Flores, Raymond; Inan, Fethi

2014-01-01

The purpose of this study was to explore effective ways to design guided practices within a web-based mathematics problem solving tutorial. Specifically, this study examined student learning outcome differences between two support designs (e.g. adaptively faded and fixed). In the adaptively faded design, students were presented with problems in…

Effects of Problem-Based Learning on Attitude: A Meta-Analysis Study

ERIC Educational Resources Information Center

Demirel, Melek; Dagyar, Miray

2016-01-01

To date, researchers have frequently investigated students' attitudes toward courses supported by problem-based learning. There are several studies with different results in the literature. It is necessary to combine and interpret the findings of these studies through a meta-analysis method. This method aims to combine different results of similar…

The Effect of Learning Style on Academic Student Success

ERIC Educational Resources Information Center

Stackhouse, Omega N.

2009-01-01

The problem addressed in this study was that little was known about the impact on student academic achievement, when grouped by learning style, in a multiple intelligence based science curriculum. The larger problem was that many students were frequently unengaged and, consequently, low achieving in their science courses. This quantitative study…

Teaching Unmotivated and Under-Motivated College Students: Problems, Challenges, and Considerations

ERIC Educational Resources Information Center

McFarlane, Donovan A.

2010-01-01

This essay addresses a critical problem in today's college classroom: dealing with unmotivated and under-motivated students whose inclination toward learning stems from both academic and social factors that the faculty must effectively address to meet teaching-learning goals, meet course requirements, and his or her responsibility in contributing…

Mediators of the Risk for Problem Behavior in Children with Language Learning Disabilities.

ERIC Educational Resources Information Center

Vallance, Denise D.; Cummings, Richard L.; Humphries, Tom

1998-01-01

The independent and relative influences of social discourse and social skills on problem behaviors were examined in 50 children with language learning disabilities (LLD) and 50 control children. Hierarchical regression analyses revealed that both impaired social discourse skills and poor social skills accounted for the negative effects of LLD on…

THE USES AND ABUSES OF VISUAL TRAINING FOR CHILDREN WITH PERCEPTUAL-MOTOR LEARNING PROBLEMS.

ERIC Educational Resources Information Center

CARLSON, PAUL V.; GREENSPOON, MORTON K.

THE ROLE OF THE OPTOMETRIST IN DIAGNOSING AND CORRECTING PERCEPTUAL-MOTOR LEARNING PROBLEMS IS DISCUSSED. ONE GROUP OF OPTOMETRISTS ADHERES TO STANDARD TECHNIQUES, INCLUDING THE PRESCRIPTION OF CORRECTIVE LENSES AND THE USE OF ORTHOPTIC TECHNIQUES FOR THE SAKE OF CLEAR, COMFORTABLE, AND EFFECTIVE VISUAL PERFORMANCE. OTHERS EMPLOY DIVERSE…

Travels towards Problem Based Learning in Medical Education (VPBL).

ERIC Educational Resources Information Center

Bowdish, Bruce E.; Chauvin, Sheila W.; Kreisman, Norman; Britt, Mike

2003-01-01

Reports results of an investigation of the effectiveness of a prototype virtual problem-based learning (VPBL) exercise delivered via the World Wide Web to first year medical students. Compares the VPBL and a text-based version of the same exercise on students' achievement and examines instructional design issues including learner control and…

A Solution-Based Intelligent Tutoring System Integrated with an Online Game-Based Formative Assessment: Development and Evaluation

ERIC Educational Resources Information Center

Hooshyar, Danial; Ahmad, Rodina Binti; Yousefi, Moslem; Fathi, Moein; Abdollahi, Abbas; Horng, Shi-Jinn; Lim, Heuiseok

2016-01-01

Nowadays, intelligent tutoring systems are considered an effective research tool for learning systems and problem-solving skill improvement. Nonetheless, such individualized systems may cause students to lose learning motivation when interaction and timely guidance are lacking. In order to address this problem, a solution-based intelligent…

Problem-Based Learning in the English Language Classroom

ERIC Educational Resources Information Center

Othman, Normala; Shah, Mohamed Ismail Ahamad

2013-01-01

The purpose of this study was to investigate the effects of the problem-based learning approach (PBL) on students in language classes in two areas: course content and language development. The study was conducted on 128 students, grouped into the experimental and control groups, and employed an experimental research design. The syllabus, textbook,…

Exploring Essential Conditions: A Commentary on Bull et al. (2008)

ERIC Educational Resources Information Center

Borthwick, Arlene; Hansen, Randall; Gray, Lucy; Ziemann, Irina

2008-01-01

The editorial by Bull et al. (2008) on connections between informal and formal learning made explicit one element of solving what Koehler and Mishra (2008) termed a "wicked problem." This wicked (complex, ill-structured) problem involves working with teachers for effective integration of technology in support of student learning. The…

The effect of negative performance stereotypes on learning.

PubMed

Rydell, Robert J; Rydell, Michael T; Boucher, Kathryn L

2010-12-01

Stereotype threat (ST) research has focused exclusively on how negative group stereotypes reduce performance. The present work examines if pejorative stereotypes about women in math inhibit their ability to learn the mathematical rules and operations necessary to solve math problems. In Experiment 1, women experiencing ST had difficulty encoding math-related information into memory and, therefore, learned fewer mathematical rules and showed poorer math performance than did controls. In Experiment 2, women experiencing ST while learning modular arithmetic (MA) performed more poorly than did controls on easy MA problems; this effect was due to reduced learning of the mathematical operations underlying MA. In Experiment 3, ST reduced women's, but not men's, ability to learn abstract mathematical rules and to transfer these rules to a second, isomorphic task. This work provides the first evidence that negative stereotypes about women in math reduce their level of mathematical learning and demonstrates that reduced learning due to stereotype threat can lead to poorer performance in negatively stereotyped domains. PsycINFO Database Record (c) 2010 APA, all rights reserved.

Side Effects: Nerve Problems (Peripheral Neuropathy)

Cancer.gov

Nerve problems, such as peripheral neuropathy, can be caused by cancer treatment. Learn about signs and symptoms of nerve changes. Find out how to prevent or manage nerve problems during cancer treatment.

"Mastery Learning" Como Metodo Psicoeducativo para Ninos con Problemas Especificos de Aprendizaje. ("Mastery Learning" as a Psychoeducational Method for Children with Specific Learning Problems.)

ERIC Educational Resources Information Center

Coya, Liliam de Barbosa; Perez-Coffie, Jorge

1982-01-01

"Mastery Learning" was compared with the "conventional" method of teaching reading skills to Puerto Rican children with specific learning disabilities. The "Mastery Learning" group showed significant gains in the cognitive and affective domains. Results suggested Mastery Learning is a more effective method of teaching…

Using enquiry in learning: from vision to reality in higher education.

PubMed

Horne, Maria; Woodhead, Kath; Morgan, Liz; Smithies, Lynda; Megson, Denise; Lyte, Geraldine

2007-02-01

This paper reports on the contribution of six nurse educators to embed enquiry-led learning in a pre-registration nursing programme. Their focus was to evaluate student and facilitator perspectives of a hybrid model of problem-based learning, a form of enquiry-based learning and to focus on facilitators' perceptions of its longer-term utility with large student groups. Problem-based learning is an established learning strategy in healthcare internationally; however, insufficient evidence of its effectiveness with large groups of pre-registration students exists. Fourth Generation Evaluation was used, applying the Nominal Group Technique and Focus Group interviews, for data collection. In total, four groups representing different branches of pre-registration students (n = 121) and 15 facilitators participated. Students identified seven strengths and six areas for development related to problem-based learning. Equally, analysis of facilitators' discussions revealed several themes related to strengths and challenges. The consensus was that using enquiry aided the development of independent learning and encouraged deeper exploration of nursing and allied subject material. However, problems and frustrations were identified in relation to large numbers of groups, group dynamics, room and library resources and personal development. The implications of these findings for longer-term utility with large student groups are discussed.

How doctors learn: the role of clinical problems across the medical school-to-practice continuum.

PubMed

Slotnick, H B

1996-01-01

The author proposes a theory of how physicians learn that uses clinical problem solving as its central feature. His theory, which integrates insights from Maslow, Schön, Norman, and others, claims that physicians-in-training and practicing physicians learn largely by deriving insights from clinical experience. These insights allow the learner to solve future problems and thereby address the learner's basic human needs for security, affiliation, and self-esteem. Ensuring that students gain such insights means that the proper roles of the teacher are (1) to select problems for students to solve and offer guidance on how to solve them, and (2) to serve as a role model of how to reflect on the problem, its solution, and the solution's effectiveness. Three principles guide instruction within its framework for learning: (1) learners, whether physicians-in-training or practicing physicians, seek to solve problems they recognize they have; (2) learners want to be involved in their own learning; and (3) instruction must both be time-efficient and also demonstrate the range of ways in which students can apply what they learn. The author concludes by applying the theory to an aspect of undergraduate education and to the general process of continuing medical education.

The effects of using concept mapping as an artifact to engender metacognitive thinking in first-year medical students' problem-based learning discussions: A mixed-methods investigation

NASA Astrophysics Data System (ADS)

Shoop, Glenda Hostetter

Attention in medical education is turning toward instruction that not only focuses on knowledge acquisition, but on developing the medical students' clinical problem-solving skills, and their ability to critically think through complex diseases. Metacognition is regarded as an important consideration in how we teach medical students these higher-order, critical thinking skills. This study used a mixed-methods research design to investigate if concept mapping as an artifact may engender metacognitive thinking in the medical student population. Specifically the purpose of the study is twofold: (1) to determine if concept mapping, functioning as an artifact during problem-based learning, improves learning as measured by scores on test questions; and (2) to explore if the process of concept mapping alters the problem-based learning intragroup discussion in ways that show medical students are engaged in metacognitive thinking. The results showed that students in the problem-based learning concept-mapping groups used more metacognitive thinking patterns than those in the problem-based learning discussion-only group, particularly in the monitoring component. These groups also engaged in a higher level of cognitive thinking associated with reasoning through mechanisms-of-action and breaking down complex biochemical and physiologic principals. The students disclosed in focus-group interviews that concept mapping was beneficial to help them understand how discrete pieces of information fit together in a bigger structure of knowledge. They also stated that concept mapping gave them some time to think through these concepts in a larger conceptual framework. There was no significant difference in the exam-question scores between the problem-based learning concept-mapping groups and the problem-based learning discussion-only group.

Effects of Integrating an Active Learning-Promoting Mechanism into Location-Based Real-World Learning Environments on Students' Learning Performances and Behaviors

ERIC Educational Resources Information Center

Hwang, Gwo-Jen; Chang, Shao-Chen; Chen, Pei-Ying; Chen, Xiang-Ya

2018-01-01

Engaging students in real-world learning contexts has been identified by educators as being an important way of helping them learn to apply what they have learned from textbooks to practical problems. The advancements in mobile and image-processing technologies have enabled students to access learning resources and receive learning guidance in…

Integrating Model-Driven and Data-Driven Techniques for Analyzing Learning Behaviors in Open-Ended Learning Environments

ERIC Educational Resources Information Center

Kinnebrew, John S.; Segedy, James R.; Biswas, Gautam

2017-01-01

Research in computer-based learning environments has long recognized the vital role of adaptivity in promoting effective, individualized learning among students. Adaptive scaffolding capabilities are particularly important in open-ended learning environments, which provide students with opportunities for solving authentic and complex problems, and…

Exploring Students' Use of Explanatory Help during Math Problem Solving in Interactive Learning Environments

ERIC Educational Resources Information Center

Huang, Xudong

2016-01-01

Help-seeking is a crucial behavior during learning in interactive learning environments (ILEs). Appropriate help-seeking promotes learning, while inappropriate help-seeking prohibits learning. However, many students are unaware of effective help-seeking behaviors. Therefore, research is needed to examine how students seek help in ILEs. Although…

CC-LR: Providing Interactive, Challenging and Attractive Collaborative Complex Learning Resources

ERIC Educational Resources Information Center

Caballé, S.; Mora, N.; Feidakis, M.; Gañán, D.; Conesa, J.; Daradoumis, T.; Prieto, J.

2014-01-01

Many researchers argue that students must be meaningfully engaged in the learning resources for effective learning to occur. However, current online learners still report a problematic lack of attractive and challenging learning resources that engage them in the learning process. This endemic problem is even more evident in online collaborative…

The Validation of the Active Learning in Health Professions Scale

ERIC Educational Resources Information Center

Kammer, Rebecca; Schreiner, Laurie; Kim, Young K.; Denial, Aurora

2015-01-01

There is a need for an assessment tool for evaluating the effectiveness of active learning strategies such as problem-based learning in promoting deep learning and clinical reasoning skills within the dual environments of didactic and clinical settings in health professions education. The Active Learning in Health Professions Scale (ALPHS)…

Applied Comparative Effectiveness Researchers Must Measure Learning Rates: A Commentary on Efficiency Articles

ERIC Educational Resources Information Center

Skinner, Christopher H.

2010-01-01

Almost all academic skills deficits can be conceptualized as learning rate problems as students are not failing to learn, but not learning rapidly enough. Thus, when selecting among various possible remedial procedures, educators need an evidence base that indicates which procedure results in the greatest increases in learning rates. Previous…

Measuring Learning Outcomes and Attitudes in a Flipped Introductory Statistics Course

ERIC Educational Resources Information Center

Cilli-Turner, Emily

2015-01-01

Recent studies have highlighted the positive effects on learning and retention rates that active learning brings to the classroom. A flipped classroom is a type of active learning where transmission of content occurs outside of the classroom environment and problem solving and learning activities become the focus of classroom time. This article…

Development of syntax of intuition-based learning model in solving mathematics problems

NASA Astrophysics Data System (ADS)

Yeni Heryaningsih, Nok; Khusna, Hikmatul

2018-01-01

The aim of the research was to produce syntax of Intuition Based Learning (IBL) model in solving mathematics problem for improving mathematics students’ achievement that valid, practical and effective. The subject of the research were 2 classes in grade XI students of SMAN 2 Sragen, Central Java. The type of the research was a Research and Development (R&D). Development process adopted Plomp and Borg & Gall development model, they were preliminary investigation step, design step, realization step, evaluation and revision step. Development steps were as follow: (1) Collected the information and studied of theories in Preliminary Investigation step, studied about intuition, learning model development, students condition, and topic analysis, (2) Designed syntax that could bring up intuition in solving mathematics problem and then designed research instruments. They were several phases that could bring up intuition, Preparation phase, Incubation phase, Illumination phase and Verification phase, (3) Realized syntax of Intuition Based Learning model that has been designed to be the first draft, (4) Did validation of the first draft to the validator, (5) Tested the syntax of Intuition Based Learning model in the classrooms to know the effectiveness of the syntax, (6) Conducted Focus Group Discussion (FGD) to evaluate the result of syntax model testing in the classrooms, and then did the revision on syntax IBL model. The results of the research were produced syntax of IBL model in solving mathematics problems that valid, practical and effective. The syntax of IBL model in the classroom were, (1) Opening with apperception, motivations and build students’ positive perceptions, (2) Teacher explains the material generally, (3) Group discussion about the material, (4) Teacher gives students mathematics problems, (5) Doing exercises individually to solve mathematics problems with steps that could bring up students’ intuition: Preparations, Incubation, Illumination, and Verification, (6) Closure with the review of students have learned or giving homework.

An Investigation of the Effects on Students' Attitudes, Beliefs, and Abilities in Problem Solving and Mathematics after One Year of a Systematic Approach to the Learning of Problem Solving.

ERIC Educational Resources Information Center

Higgins, Karen M.

This study investigated the effects of Oregon's Lane County "Problem Solving in Mathematics" (PSM) materials on middle-school students' attitudes, beliefs, and abilities in problem solving and mathematics. The instructional approach advocated in PSM includes: the direct teaching of five problem-solving skills, weekly challenge problems,…

Using standardized patients versus video cases for representing clinical problems in problem-based learning.

PubMed

Yoon, Bo Young; Choi, Ikseon; Choi, Seokjin; Kim, Tae-Hee; Roh, Hyerin; Rhee, Byoung Doo; Lee, Jong-Tae

2016-06-01

The quality of problem representation is critical for developing students' problem-solving abilities in problem-based learning (PBL). This study investigates preclinical students' experience with standardized patients (SPs) as a problem representation method compared to using video cases in PBL. A cohort of 99 second-year preclinical students from Inje University College of Medicine (IUCM) responded to a Likert scale questionnaire on their learning experiences after they had experienced both video cases and SPs in PBL. The questionnaire consisted of 14 items with eight subcategories: problem identification, hypothesis generation, motivation, collaborative learning, reflective thinking, authenticity, patient-doctor communication, and attitude toward patients. The results reveal that using SPs led to the preclinical students having significantly positive experiences in boosting patient-doctor communication skills; the perceived authenticity of their clinical situations; development of proper attitudes toward patients; and motivation, reflective thinking, and collaborative learning when compared to using video cases. The SPs also provided more challenges than the video cases during problem identification and hypotheses generation. SPs are more effective than video cases in delivering higher levels of authenticity in clinical problems for PBL. The interaction with SPs engages preclinical students in deeper thinking and discussion; growth of communication skills; development of proper attitudes toward patients; and motivation. Considering the higher cost of SPs compared with video cases, SPs could be used most advantageously during the preclinical period in the IUCM curriculum.

Undergraduate medical student's perceptions on traditional and problem based curricula: pilot study.

PubMed

Meo, Sultan Ayoub

2014-07-01

To evaluate and compare students' perceptions about teaching and learning, knowledge and skills, outcomes of course materials and their satisfaction in traditional Lecture Based learning versus Problem-Based Learning curricula in two different medical schools. The comparative cross-sectional questionnaire-based study was conducted in the Department of Physiology, College of Medicine, King Saud University, Riyadh, Saudi Arabia, from July 2009 to January 2011. Two different undergraduate medical schools were selected; one followed the traditional curriculum, while the other followed the problem-based learning curriculum. Two equal groups of first year medical students were selected. They were taught in respiratory physiology and lung function lab according to their curriculum for a period of two weeks. At the completion of the study period, a five-point Likert scale was used to assess students' perceptions on satisfaction, academic environment, teaching and learning, knowledge and skills and outcomes of course materials about effectiveness of problem-based learning compared to traditional methods. SPSS 19 was used for statistical analysis. Students used to problem-based learning curriculum obtained marginally higher scores in their perceptions (24.10 +/- 3.63) compared to ones following the traditional curriculum (22.67 +/- 3.74). However, the difference in perceptions did not achieve a level of statistical significance. Students following problem-based learning curriculum have more positive perceptions on teaching and learning, knowledge and skills, outcomes of their course materials and satisfaction compared to the students belonging to the traditional style of medical school. However, the difference between the two groups was not statistically significant.

Student reactions to problem-based learning in photonics technician education

NASA Astrophysics Data System (ADS)

Massa, Nicholas M.; Donnelly, Judith; Hanes, Fenna

2014-07-01

Problem-based learning (PBL) is an instructional approach in which students learn problem-solving and teamwork skills by collaboratively solving complex real-world problems. Research shows that PBL improves student knowledge and retention, motivation, problem-solving skills, and the ability to skillfully apply knowledge in new and novel situations. One of the challenges faced by students accustomed to traditional didactic methods, however, is acclimating to the PBL process in which problem parameters are often ill-defined and ambiguous, often leading to frustration and disengagement with the learning process. To address this problem, the New England Board of Higher Education (NEBHE), funded by the National Science Foundation Advanced Technological Education (NSF-ATE) program, has created and field tested a comprehensive series of industry-based multimedia PBL "Challenges" designed to scaffold the development of students' problem solving and critical thinking skills. In this paper, we present the results of a pilot study conducted to examine student reactions to the PBL Challenges in photonics technician education. During the fall 2012 semester, students (n=12) in two associate degree level photonics courses engaged in PBL using the PBL Challenges. Qualitative and quantitative methods were used to assess student motivation, self-efficacy, critical thinking, metacognitive self-regulation, and peer learning using selected scales from the Motivated Strategies for Learning Questionnaire (MSLQ). Results showed positive gains in all variables. Follow-up focus group interviews yielded positive themes supporting the effectiveness of PBL in developing the knowledge, skills and attitudes of photonics technicians.

Development of Learning Devices through Problem Based Learning Model Based on the Context of Aceh Cultural to Improve Mathematical Communication Skills and Social Skills of SMPN 1 Muara Batu Students

ERIC Educational Resources Information Center

Aufa, Mahrani; Saragih, Sahat; Minarni, Ani

2016-01-01

The purposes of this study were:1) Developed problem-based on learning tools in the cultural context of Aceh (PBM-BKBA) who meet the criteria are valid, practical and effective; 2) Described the improvement of communication capabilities mathematics and social skills of students using the PBM-BKBA developed; and 3) Described the process of student…

Developing learning material of introduction to operation research course based on problem-based learning

NASA Astrophysics Data System (ADS)

Yerizon; Jazwinarti; Yarman

2018-01-01

Students have difficulties experience in the course Introduction to Operational Research (PRO). The purpose of this study is to analyze the requirement of students in the developing lecturing materials PRO based Problem Based Learning which is valid, practice, and effective. Lecture materials are developed based on Plomp’s model. The development process of this device consists of 3 phases: front-end analysis/preliminary research, development/prototype phase and assessment phase. Preliminary analysis was obtained by observation and interview. From the research, it is found that students need the student’s worksheet (LKM) for several reasons: 1) no LKM available, 2) presentation of subject not yet based on real problem, 3) experiencing difficulties from current learning source.

FSMRank: feature selection algorithm for learning to rank.

PubMed

Lai, Han-Jiang; Pan, Yan; Tang, Yong; Yu, Rong

2013-06-01

In recent years, there has been growing interest in learning to rank. The introduction of feature selection into different learning problems has been proven effective. These facts motivate us to investigate the problem of feature selection for learning to rank. We propose a joint convex optimization formulation which minimizes ranking errors while simultaneously conducting feature selection. This optimization formulation provides a flexible framework in which we can easily incorporate various importance measures and similarity measures of the features. To solve this optimization problem, we use the Nesterov's approach to derive an accelerated gradient algorithm with a fast convergence rate O(1/T(2)). We further develop a generalization bound for the proposed optimization problem using the Rademacher complexities. Extensive experimental evaluations are conducted on the public LETOR benchmark datasets. The results demonstrate that the proposed method shows: 1) significant ranking performance gain compared to several feature selection baselines for ranking, and 2) very competitive performance compared to several state-of-the-art learning-to-rank algorithms.

Wondering + Online Inquiry = Learning

ERIC Educational Resources Information Center

Sekeres, Diane Carver; Coiro, Julie; Castek, Jill; Guzniczak, Lizabeth A.

2014-01-01

Digital information sources can form the basis of effective inquiry-based learning if teachers construct the information and exercises in ways that will promote collaboration, communication, and problem solving.

A Comparison of Professional-Level Faculty and Student Perceptions of Active Learning: Its Current Use, Effectiveness, and Barriers

ERIC Educational Resources Information Center

Miller, Cynthia J.; Metz, Michael J.

2014-01-01

Active learning is an instructional method in which students become engaged participants in the classroom through the use of in-class written exercises, games, problem sets, audience-response systems, debates, class discussions, etc. Despite evidence supporting the effectiveness of active learning strategies, minimal adoption of the technique has…

Practicing versus Inventing with Contrasting Cases: The Effects of Telling First on Learning and Transfer

ERIC Educational Resources Information Center

Schwartz, Daniel L.; Chase, Catherine C.; Oppezzo, Marily A.; Chin, Doris B.

2011-01-01

Being told procedures and concepts before problem solving can inadvertently undermine the learning of deep structures in physics. If students do not learn the underlying structure of physical phenomena, they will exhibit poor transfer. Two studies on teaching physics to adolescents compared the effects of "telling" students before and after…

Gender-Related Effects of Group Learning on Mathematics Achievement among the Rural Secondary Students

ERIC Educational Resources Information Center

Hossain, Md. Anowar; Tarmizi, Rohani Ahmad

2012-01-01

Problem Statement: Gender differences in the effects of group learning play a contested role in mathematics education. Several researchers concluded that male students perform better on mathematics than female students. Whilst on the other hand, others reported that female students perform best under the group learning setting whereas the male…

The Goal Specificity Effect on Strategy Use and Instructional Efficiency during Computer-Based Scientific Discovery Learning

ERIC Educational Resources Information Center

Kunsting, Josef; Wirth, Joachim; Paas, Fred

2011-01-01

Using a computer-based scientific discovery learning environment on buoyancy in fluids we investigated the "effects of goal specificity" (nonspecific goals vs. specific goals) for two goal types (problem solving goals vs. learning goals) on "strategy use" and "instructional efficiency". Our empirical findings close an important research gap,…

Learning from Simple Ebooks, Online Cases or Classroom Teaching When Acquiring Complex Knowledge. A Randomized Controlled Trial in Respiratory Physiology and Pulmonology

PubMed Central

Worm, Bjarne Skjødt

2013-01-01

Background and Aims E-learning is developing fast because of the rapid increased use of smartphones, tablets and portable computers. We might not think of it as e-learning, but today many new e-books are in fact very complex electronic teaching platforms. It is generally accepted that e-learning is as effective as classroom teaching methods, but little is known about its value in relaying contents of different levels of complexity to students. We set out to investigate e-learning effects on simple recall and complex problem-solving compared to classroom teaching. Methods 63 nurses specializing in anesthesiology were evenly randomized into three groups. They were given internet-based knowledge tests before and after attending a teaching module about respiratory physiology and pulmonology. The three groups was either an e-learning group with eBook teaching material, an e-learning group with case-based teaching or a group with face-to-face case-based classroom teaching. After the module the students were required to answer a post-test. Time spent and the number of logged into the system was also measured. Results For simple recall, all methods were equally effective. For problem-solving, the eCase group achieved a comparable knowledge level to classroom teaching, while textbook learning was inferior to both (p<0.01). The textbook group also spent the least amount of time on acquiring knowledge (33 minutes, p<0.001), while the eCase group spent significantly more time on the subject (53 minutes, p<0.001) and logged into the system significantly more (2.8 vs 1.6, p<0.001). Conclusions E-learning based cases are an effective tool for teaching complex knowledge and problem-solving ability, but future studies using higher-level e-learning are encouraged.Simple recall skills, however, do not require any particular learning method. PMID:24039917

Learning from simple ebooks, online cases or classroom teaching when acquiring complex knowledge. A randomized controlled trial in respiratory physiology and pulmonology.

PubMed

Worm, Bjarne Skjødt

2013-01-01

E-learning is developing fast because of the rapid increased use of smartphones, tablets and portable computers. We might not think of it as e-learning, but today many new e-books are in fact very complex electronic teaching platforms. It is generally accepted that e-learning is as effective as classroom teaching methods, but little is known about its value in relaying contents of different levels of complexity to students. We set out to investigate e-learning effects on simple recall and complex problem-solving compared to classroom teaching. 63 nurses specializing in anesthesiology were evenly randomized into three groups. They were given internet-based knowledge tests before and after attending a teaching module about respiratory physiology and pulmonology. The three groups was either an e-learning group with eBook teaching material, an e-learning group with case-based teaching or a group with face-to-face case-based classroom teaching. After the module the students were required to answer a post-test. Time spent and the number of logged into the system was also measured. For simple recall, all methods were equally effective. For problem-solving, the eCase group achieved a comparable knowledge level to classroom teaching, while textbook learning was inferior to both (p<0.01). The textbook group also spent the least amount of time on acquiring knowledge (33 minutes, p<0.001), while the eCase group spent significantly more time on the subject (53 minutes, p<0.001) and logged into the system significantly more (2.8 vs 1.6, p<0.001). E-learning based cases are an effective tool for teaching complex knowledge and problem-solving ability, but future studies using higher-level e-learning are encouraged.Simple recall skills, however, do not require any particular learning method.

The Effects of a Collaborative Problem-Based Learning Experience on Students' Motivation in Engineering Capstone Courses

ERIC Educational Resources Information Center

Jones, Brett D.; Epler, Cory M.; Mokri, Parastou; Bryant, Lauren H.; Paretti, Marie C.

2013-01-01

We identified and examined how the instructional elements of problem-based learning capstone engineering courses affected students' motivation to engage in the courses. We employed a two-phase, sequential, explanatory, mixed methods research design. For the quantitative phase, 47 undergraduate students at a large public university completed a…

The Effect of Student Collaboration in Solving Physics Problems Using an Online Interactive Response System

ERIC Educational Resources Information Center

Balta, Nuri; Awedh, Mohammad Hamza

2017-01-01

Advanced technology helps educational institutes to improve student learning performance and outcomes. In this study, our aim is to measure and assess student engagement and collaborative learning in engineering classes when using online technology in solving physics problems. The interactive response system used in this study is a collaborative…

The Effect of Cognitive- and Metacognitive-Based Instruction on Problem Solving by Elementary Students with Mathematical Learning Difficulties

ERIC Educational Resources Information Center

Grizzle-Martin, Tamieka

2014-01-01

Children who struggle in mathematics may also lack cognitive awareness in mathematical problem solving. The cognitively-driven program IMPROVE, a multidimensional method for teaching mathematics, has been shown to be helpful for students with mathematical learning difficulties (MLD). Guided by cognitive theory, the purpose of this…

The Pros and Cons of Problem-Based Learning from the Teacher's Standpoint

ERIC Educational Resources Information Center

Ribeiro, Luis Roberto C.

2011-01-01

This article focuses on a teacher's evaluation of an experiment with problem-based learning (PBL) and its effects on his professional development. This case study, of a descriptive-analytical nature, involved the collaboration between the researcher and teacher in the planning, implementation of PBL and, to some extent, analysis of results.…

Improving Critical Thinking Skills Using Learning Model Logan Avenue Problem Solving (LAPS)-Heuristic

ERIC Educational Resources Information Center

Anggrianto, Desi; Churiyah, Madziatul; Arief, Mohammad

2016-01-01

This research was conducted in order to know the effect of Logan Avenue Problem Solving (LAPS)-Heuristic learning model towards critical thinking skills of students of class X Office Administration (APK) in SMK Negeri 1 Ngawi, East Java, Indonesia on material curve and equilibrium of demand and supply, subject Introduction to Economics and…

Instructional Strategies for Online Introductory College Physics Based on Learning Styles

ERIC Educational Resources Information Center

Ekwue, Eleazer U.

2013-01-01

The practical nature of physics and its reliance on mathematical presentations and problem solving pose a challenge toward presentation of the course in an online environment for effective learning experience. Most first-time introductory college physics students fail to grasp the basic concepts of the course and the problem solving skills if the…

Problem-Based Learning in K-8 Mathematics and Science Education: A Literature Review

ERIC Educational Resources Information Center

Merritt, Joi; Lee, Mi Yeon; Rillero, Peter; Kinach, Barbara M.

2017-01-01

This systematic literature review was conducted to explore the effectiveness of problem-based and project-based learning (PBL) implemented with students in early elementary to grade 8 (ages 3-14) in mathematics and science classrooms. Nine studies met the following inclusion criteria: (a) focus on PBL, (b) experimental study, (c) kindergarten to…

Implementing Problem-Based Learning in the Counseling Session.

ERIC Educational Resources Information Center

Hall, Kimberly R.

This study examined the use of problem-based learning (PBL) in an actual counseling session and the effects on student assertiveness skills. A group of seventh-grade students, who were all victims of bullies, participated in the study. The students, two boys and one girls, were 13 and 14 years old. Teachers rated the level of assertiveness skills…

Risk Factors for Learning-Related Behavior Problems at 24 Months of Age: Population-Based Estimates

ERIC Educational Resources Information Center

Morgan, Paul L.; Farkas, George; Hillemeier, Marianne M.; Maczuga, Steven

2009-01-01

We used a large sample of singleton children to estimate the effects of socioeconomic status (SES), race/ethnicity, gender, additional socio-demographics, gestational and birth factors, and parenting on children's risk for learning-related behavior problems at 24 months of age. We investigated to what extent these factors increased a child's risk…

Interactive Learning for Graphic Design Foundations

ERIC Educational Resources Information Center

Chu, Sauman; Ramirez, German Mauricio Mejia

2012-01-01

One of the biggest problems for students majoring in pre-graphic design is students' inability to apply their knowledge to different design solutions. The purpose of this study is to examine the effectiveness of interactive learning modules in facilitating knowledge acquisition during the learning process and to create interactive learning modules…

Teachers' Self-Regulated Learning Lesson Design: Integrating Learning from Problems and Successes

ERIC Educational Resources Information Center

Michalsky, Tova; Schechter, Chen

2018-01-01

Teachers' design of a lesson is critical for helping their students develop academically effective forms of self-regulating learning (SRL) in classrooms. Using a quasi-experimental design, the researchers integrated systematic collaborative learning from problematic and successful experiences into teachers' preparatory programs and examined how…

Changing University Students' Alternative Conceptions of Optics by Active Learning

ERIC Educational Resources Information Center

Hadžibegovic, Zalkida; Sliško, Josip

2013-01-01

Active learning is individual and group participation in effective activities such as in-class observing, writing, experimenting, discussion, solving problems, and talking about to-be-learned topics. Some instructors believe that active learning is impossible, or at least extremely difficult to achieve in large lecture sessions. Nevertheless, the…

Student Learning Outcomes: Communication among a State College Faculty and Students

ERIC Educational Resources Information Center

Gabbard, Billie

2017-01-01

Without intervention, higher education will continue to struggle with measuring student learning, thus creating challenges associated with accrediting body standards to prove that students learn. Although there is much literature on learning in higher education and accreditation struggles, the problem of clarity and effectiveness of communication…

Designing worked examples for learning tangent lines to circles

NASA Astrophysics Data System (ADS)

Retnowati, E.; Marissa

2018-03-01

Geometry is a branch of mathematics that deals with shape and space, including the circle. A difficult topic in the circle may be the tangent line to circle. This is considered a complex material since students have to simultaneously apply several principles to solve the problems, these are the property of circle, definition of the tangent, measurement and Pythagorean theorem. This paper discusses designs of worked examples for learning tangent line to circles and how to apply this design to an effective and efficient instructional activity. When students do not have sufficient prior knowledge, solving tangent problems might be clumsy, and as a consequence, the problem-solving activity hinders learning. According to a Cognitive Load Theory, learning occurs when students can construct new knowledge based on the relevant knowledge previously learned. When the relevant knowledge is unavailable, providing students with the worked example is suggested. Worked example may reduce unproductive process during learning that causes extraneous cognitive load. Nevertheless, worked examples must be created in such a way facilitate learning.

Preparing new nurses with complexity science and problem-based learning.

PubMed

Hodges, Helen F

2011-01-01

Successful nurses function effectively with adaptability, improvability, and interconnectedness, and can see emerging and unpredictable complex problems. Preparing new nurses for complexity requires a significant change in prevalent but dated nursing education models for rising graduates. The science of complexity coupled with problem-based learning and peer review contributes a feasible framework for a constructivist learning environment to examine real-time systems data; explore uncertainty, inherent patterns, and ambiguity; and develop skills for unstructured problem solving. This article describes a pilot study of a problem-based learning strategy guided by principles of complexity science in a community clinical nursing course. Thirty-five senior nursing students participated during a 3-year period. Assessments included peer review, a final project paper, reflection, and a satisfaction survey. Results were higher than expected levels of student satisfaction, increased breadth and analysis of complex data, acknowledgment of community as complex adaptive systems, and overall higher level thinking skills than in previous years. 2011, SLACK Incorporated.

A Comparison of Reasoning Processes in a Collaborative Modelling Environment: Learning about genetics problems using virtual chat

NASA Astrophysics Data System (ADS)

Pata, Kai; Sarapuu, Tago

2006-09-01

This study investigated the possible activation of different types of model-based reasoning processes in two learning settings, and the influence of various terms of reasoning on the learners’ problem representation development. Changes in 53 students’ problem representations about genetic issue were analysed while they worked with different modelling tools in a synchronous network-based environment. The discussion log-files were used for the “microgenetic” analysis of reasoning types. For studying the stages of students’ problem representation development, individual pre-essays and post-essays and their utterances during two reasoning phases were used. An approach for mapping problem representations was developed. Characterizing the elements of mental models and their reasoning level enabled the description of five hierarchical categories of problem representations. Learning in exploratory and experimental settings was registered as the shift towards more complex stages of problem representations in genetics. The effect of different types of reasoning could be observed as the divergent development of problem representations within hierarchical categories.

Side Effects - Memory or Concentration Problems

Cancer.gov

Cancer treatments, such as chemo, may cause difficulty thinking, concentrating, or other cognitive problems. Learn about steps people with cancer can take to manage these side effects. See a list of helpful questions for families to ask the doctor.

Developing Effective Learning Material to Students with Hearing Impairment (HI) through ODL in Zimbabwe

ERIC Educational Resources Information Center

Mpofu, John; Chimhenga, Sylod; Mafa, Onias

2013-01-01

Students with Hearing Impairment (HI) are experiencing learning problems in most institutions of Higher Learning in Zimbabwe. Access to colleges and universities is limited and where they are accepted, there are no facilities to cater for their needs, hence there is need to develop learning materials that enable these students to learn effectively…

The Effect of Cooperative Learning on the Learning Approaches of Students with Different Learning Styles

ERIC Educational Resources Information Center

Çolak, Esma

2015-01-01

Problem Statement: For this study, a cooperative learning process was designed in which students with different learning styles could help each other in heterogeneous groups to perform teamwork-based activities. One aspect deemed important in this context was whether the instructional environment designed to reach students with different learning…

What Learning Looks Like: Mediated Learning in Theory and Practice, K-6

ERIC Educational Resources Information Center

Feuerstein, Reuven; Lewin-Benham, Ann

2012-01-01

In this unique collaboration, the authors bring to life the theory of mediated learning. Through numerous examples and scenarios from classrooms and museums, they show how mediated learning helps children to become more effective learners. Readers learn the steps in the process, including analyzing the child's problem, teaching the child to focus…

Learning-Disabled Children: General Suggestions for Maximizing Instruction.

ERIC Educational Resources Information Center

Telzrow, Cathy F.; Speer, Barbara

1986-01-01

Effective intervention strategies for learning disabled students should recognize such cognitive deficiencies as weaknesses in attention, memory deficits, and problems in generalizing and abstracting information. Approaches which emphasize enhanced learning processes include: self-monitoring; repetition and deliberate instruction in control…

Peer Relations in Peer Learning

ERIC Educational Resources Information Center

Riese, Hanne; Samara, Akylina; Lillejord, Solvi

2012-01-01

Over the last decades, much research on peer learning practices has been conducted. Quantitative, experimental designs focusing on problems of cause and effect dominate. Consequently, effects on achievement are well documented, as is the influence of different conditions on the effect rate. In spite of the general acknowledgment of the importance…

Effects of Blended Cardiopulmonary Resuscitation and Defibrillation E-learning on Nursing Students' Self-efficacy, Problem Solving, and Psychomotor Skills.

PubMed

Park, Ju Young; Woo, Chung Hee; Yoo, Jae Yong

2016-06-01

This study was conducted to identify the educational effects of a blended e-learning program for graduating nursing students on self-efficacy, problem solving, and psychomotor skills for core basic nursing skills. A one-group pretest/posttest quasi-experimental design was used with 79 nursing students in Korea. The subjects took a conventional 2-week lecture-based practical course, together with spending an average of 60 minutes at least twice a week during 2 weeks on the self-guided e-learning content for basic cardiopulmonary resuscitation and defibrillation using Mosby's Nursing Skills database. Self- and examiner-reported data were collected between September and November 2014 and analyzed using descriptive statistics, paired t test, and Pearson correlation. The results showed that subjects who received blended e-learning education had improved problem-solving abilities (t = 2.654) and self-efficacy for nursing practice related to cardiopulmonary resuscitation and defibrillation (t = 3.426). There was also an 80% to 90% rate of excellent postintervention performance for the majority of psychomotor skills, but the location of chest compressions, compression rate per minute, artificial respiration, and verification of patient outcome still showed low levels of performance. In conclusion, blended E-learning, which allows self-directed repetitive learning, may be more effective in enhancing nursing competencies than conventional practice education.

Promoting Students' Problem Solving Skills and Knowledge of STEM Concepts in a Data-Rich Learning Environment: Using Online Data as a Tool for Teaching about Renewable Energy Technologies

NASA Astrophysics Data System (ADS)

Thurmond, Brandi

This study sought to compare a data-rich learning (DRL) environment that utilized online data as a tool for teaching about renewable energy technologies (RET) to a lecture-based learning environment to determine the impact of the learning environment on students' knowledge of Science, Technology, Engineering, and Math (STEM) concepts related to renewable energy technologies and students' problem solving skills. Two purposefully selected Advanced Placement (AP) Environmental Science teachers were included in the study. Each teacher taught one class about RET in a lecture-based environment (control) and another class in a DRL environment (treatment), for a total of four classes of students (n=128). This study utilized a quasi-experimental, pretest/posttest, control-group design. The initial hypothesis that the treatment group would have a significant gain in knowledge of STEM concepts related to RET and be better able to solve problems when compared to the control group was not supported by the data. Although students in the DRL environment had a significant gain in knowledge after instruction, posttest score comparisons of the control and treatment groups revealed no significant differences between the groups. Further, no significant differences were noted in students' problem solving abilities as measured by scores on a problem-based activity and self-reported abilities on a reflective questionnaire. This suggests that the DRL environment is at least as effective as the lecture-based learning environment in teaching AP Environmental Science students about RET and fostering the development of problem solving skills. As this was a small scale study, further research is needed to provide information about effectiveness of DRL environments in promoting students' knowledge of STEM concepts and problem-solving skills.

A study of the relationship between the study process, motivation resources, and motivation problems of nursing students in different educational systems.

PubMed

Yardimci, Figen; Bektaş, Murat; Özkütük, Nilay; Muslu, Gonca Karayağız; Gerçeker, Gülçin Özalp; Başbakkal, Zümrüt

2017-01-01

The study process is related to students' learning approaches and styles. Motivation resources and problems determine students' internal, external, and negative motivation. Analyzing the study process and motivation of students yields important indications about the nature of educational systems in higher education. This study aims to analyze the relationship between the study process, and motivation resources and problems with regard to nursing students in different educational systems in Turkey and to reveal their effects according to a set of variables. This is a descriptive, cross-sectional and correlational study. Traditional, integrated and problem-based learning (PBL) educational programs for nurses involving students from three nursing schools in Turkey. Nursing students (n=330). The data were collected using the Study Process Questionnaire (R-SPQ-2F) and the Motivation Resources and Problems (MRP) Scale. A statistically significant difference was found between the scores on the study process scale, and motivation resources and problems scale among the educational systems. This study determined that the mean scores of students in the PBL system on learning approaches, intrinsic motivation and negative motivation were higher. A positive significant correlation was found between the scales. The study process, and motivation resources and problems were found to be affected by the educational system. This study determined that the PBL educational system more effectively increases students' intrinsic motivation and helps them to acquire learning skills. Copyright © 2016 Elsevier Ltd. All rights reserved.

A Novel Harmony Search Algorithm Based on Teaching-Learning Strategies for 0-1 Knapsack Problems

PubMed Central

Tuo, Shouheng; Yong, Longquan; Deng, Fang'an

2014-01-01

To enhance the performance of harmony search (HS) algorithm on solving the discrete optimization problems, this paper proposes a novel harmony search algorithm based on teaching-learning (HSTL) strategies to solve 0-1 knapsack problems. In the HSTL algorithm, firstly, a method is presented to adjust dimension dynamically for selected harmony vector in optimization procedure. In addition, four strategies (harmony memory consideration, teaching-learning strategy, local pitch adjusting, and random mutation) are employed to improve the performance of HS algorithm. Another improvement in HSTL method is that the dynamic strategies are adopted to change the parameters, which maintains the proper balance effectively between global exploration power and local exploitation power. Finally, simulation experiments with 13 knapsack problems show that the HSTL algorithm can be an efficient alternative for solving 0-1 knapsack problems. PMID:24574905

A novel harmony search algorithm based on teaching-learning strategies for 0-1 knapsack problems.

PubMed

Tuo, Shouheng; Yong, Longquan; Deng, Fang'an

2014-01-01

To enhance the performance of harmony search (HS) algorithm on solving the discrete optimization problems, this paper proposes a novel harmony search algorithm based on teaching-learning (HSTL) strategies to solve 0-1 knapsack problems. In the HSTL algorithm, firstly, a method is presented to adjust dimension dynamically for selected harmony vector in optimization procedure. In addition, four strategies (harmony memory consideration, teaching-learning strategy, local pitch adjusting, and random mutation) are employed to improve the performance of HS algorithm. Another improvement in HSTL method is that the dynamic strategies are adopted to change the parameters, which maintains the proper balance effectively between global exploration power and local exploitation power. Finally, simulation experiments with 13 knapsack problems show that the HSTL algorithm can be an efficient alternative for solving 0-1 knapsack problems.

Can Hybrid Educational Activities of Team and Problem Based Learning Program be Effective for Japanese Medical Students?

PubMed

Iwata, Kentaro; Doi, Asako

2017-11-10

The purpose of this study is to investigate the medical students'perceptions of the Hybrid Educational Activities between team based learning (TBL) and problem based learning (PBL) Program (HEATAPP), a novel educational program that combines characteristics of PBL and TBL. A five-day HEATAPP on infectious diseases was provided to 4th year medical students at Kobe University School of Medicine, Kobe, Japan. After the program, a focus group discussion was held among 6 medical students who participated in HEATAPP. We qualitatively analyzed the recorded data to delineate the effectiveness of, and the perceptions on, HEATAPP. Some students considered HEATAPP being effective as an active learning, and in developing questions. However, some students found active learning difficult to execute, since they were so familiar with passive learning such as lectures and examinations. They also found it difficult to identify important points by reading authentic textbooks on given issues, particularly English textbooks. Even though active learning and group discussion are underscored as important in medicine, some Japanese medical students may be reluctant to shift towards these since they are so used to passive learning since childhood. English language is another barrier to active learning. The introduction of active learning in the earlier stages of education might be an effective solution. Teachers at medical schools in Japan should be mindful of the students'potentially negative attitudes towards active learning, which is claimed to be successful in western countries.

How does questioning influence nursing students' clinical reasoning in problem-based learning? A scoping review.

PubMed

Merisier, Sophia; Larue, Caroline; Boyer, Louise

2018-06-01

Problem-based learning is an educational method promoting clinical reasoning that has been implemented in many fields of health education. Questioning is a learning strategy often employed in problem-based learning sessions. To explore what is known about the influence of questioning on the promotion of clinical reasoning of students in health care education, specifically in the field of nursing and using the educational method of problem-based learning. A scoping review following Arksey and O'Malley's five stages was conducted. The CINAHL, EMBASE, ERIC, Medline, and PubMed databases were searched for articles published between the years of 2000 and 2017. Each article was summarized and analyzed using a data extraction sheet in relation to its purpose, population group, setting, methods, and results. A descriptive explication of the studies based on an inductive analysis of their findings to address the aim of the review was made. Nineteen studies were included in the analysis. The studies explored the influence of questioning on critical thinking rather than on clinical reasoning. The nature of the questions asked and the effect of higher-order questions on critical thinking were the most commonly occurring themes. Few studies addressed the use of questioning in problem-based learning. More empirical evidence is needed to gain a better understanding of the benefit of questioning in problem-based learning to promote students' clinical reasoning. Copyright © 2018 Elsevier Ltd. All rights reserved.

Effects of Instructional Preparation Strategies on Problem Solving in a Web-Based Learning Environment

ERIC Educational Resources Information Center

Lee, Young-Jin

2010-01-01

This study reports the effects of different types of instructional preparation strategies on the problem solving performance of college students taking an introductory physics class. Students were divided into four equally skilled groups and solved the same physics problems after receiving different instructional preparations (engaging in…

Effects of Problem Based Economics on High School Economics Instruction

ERIC Educational Resources Information Center

Finkelstein, Neal; Hanson, Thomas

2011-01-01

The primary purpose of this study is to assess student-level impacts of a problem-based instructional approach to high school economics. The curriculum approach examined here was designed to increase class participation and content knowledge for high school students who are learning economics. This study tests the effectiveness of Problem Based…

Practice and effectiveness of web-based problem-based learning approach in a large class-size system: A comparative study.

PubMed

Ding, Yongxia; Zhang, Peili

2018-06-12

Problem-based learning (PBL) is an effective and highly efficient teaching approach that is extensively applied in education systems across a variety of countries. This study aimed to investigate the effectiveness of web-based PBL teaching pedagogies in large classes. The cluster sampling method was used to separate two college-level nursing student classes (graduating class of 2013) into two groups. The experimental group (n = 162) was taught using a web-based PBL teaching approach, while the control group (n = 166) was taught using conventional teaching methods. We subsequently assessed the satisfaction of the experimental group in relation to the web-based PBL teaching mode. This assessment was performed following comparison of teaching activity outcomes pertaining to exams and self-learning capacity between the two groups. When compared with the control group, the examination scores and self-learning capabilities were significantly higher in the experimental group (P < 0.01) compared with the control group. In addition, 92.6% of students in the experimental group expressed satisfaction with the new web-based PBL teaching approach. In a large class-size teaching environment, the web-based PBL teaching approach appears to be more optimal than traditional teaching methods. These results demonstrate the effectiveness of web-based teaching technologies in problem-based learning. Copyright © 2018. Published by Elsevier Ltd.

Problem-based learning: an approach to enhancing learning and understanding of optics for first-year students

NASA Astrophysics Data System (ADS)

Bowe, Brian W.; Daly, Siobhan; Flynn, Cathal; Howard, Robert

2003-03-01

In this paper a model for the implementation of a problem-based learning (PBL) course for a typical year physics one programme is described. Reference is made to how PBL has been implemented in relation to geometrical and physical optics. PBL derives from the theory that learning is an active process in which the learner constructs new knowledge on the basis of current knowledge, unlike traditional teaching practices in higher education, where the emphasis is on the transmission of factual knowledge. The course consists of a set of optics related real life problems that are carefully constructed to meet specified learning outcomes. The students, working in groups, encounter these problem-solving situations and are facilitated to produce a solution. The PBL course promotes student engagement in order to achieve higher levels of cognitive learning. Evaluation of the course indicates that the students adopt a deep learning approach and that they attain a thorough understanding of the subject instead of the superficial understanding associated with surface learning. The methodology also helps students to develop metacognitive skills. Another outcome of this teaching methodology is the development of key skills such as the ability to work in a group and to communicate, and present, information effectively.

Effectiveness of E-TLM in Learning Vocabulary in English

ERIC Educational Resources Information Center

Singaravelu, G.

2011-01-01

The study enlightens the effectiveness of e-TLM in Learning Vocabulary in English at standard VI. Objectives of the study: 1. To find out the problems of conventional TLM in learning vocabulary in English. 2. To find out the significant difference in achievement mean score between the pre test of control group and the post test of control group.…

The Interaction Effects of Working Memory Capacity, Gaming Expertise, and Scaffolding Design on Attention and Comprehension in Digital Game Based Learning

ERIC Educational Resources Information Center

Lee, Yu-Hao

2013-01-01

Educational digital games are often complex problem-solving experiences that can facilitate systematic comprehension. However, empirical studies of digital game based learning (DGBL) have found mixed results regarding DGBL's effect in improving comprehension. While learners generally enjoyed the DGBL learning experience, they often failed to…

The Effect of Self-Regulated Learning Strategies on Academic Achievement: A Meta-Analysis Study

ERIC Educational Resources Information Center

Ergen, Binnur; Kanadli, Sedat

2017-01-01

Problem Statement: Self-regulated learning strategies (cognitive, metacognitive, resource management, and motivational strategies) influence students' academic achievement, conceptual understanding, and motivation. Reviewing the national literature about self-regulated learning strategies, studies have indicated both significant and insignificant…

Probabilistic Low-Rank Multitask Learning.

PubMed

Kong, Yu; Shao, Ming; Li, Kang; Fu, Yun

2018-03-01

In this paper, we consider the problem of learning multiple related tasks simultaneously with the goal of improving the generalization performance of individual tasks. The key challenge is to effectively exploit the shared information across multiple tasks as well as preserve the discriminative information for each individual task. To address this, we propose a novel probabilistic model for multitask learning (MTL) that can automatically balance between low-rank and sparsity constraints. The former assumes a low-rank structure of the underlying predictive hypothesis space to explicitly capture the relationship of different tasks and the latter learns the incoherent sparse patterns private to each task. We derive and perform inference via variational Bayesian methods. Experimental results on both regression and classification tasks on real-world applications demonstrate the effectiveness of the proposed method in dealing with the MTL problems.

Research on knowledge representation, machine learning, and knowledge acquisition

NASA Technical Reports Server (NTRS)

Buchanan, Bruce G.

1987-01-01

Research in knowledge representation, machine learning, and knowledge acquisition performed at Knowledge Systems Lab. is summarized. The major goal of the research was to develop flexible, effective methods for representing the qualitative knowledge necessary for solving large problems that require symbolic reasoning as well as numerical computation. The research focused on integrating different representation methods to describe different kinds of knowledge more effectively than any one method can alone. In particular, emphasis was placed on representing and using spatial information about three dimensional objects and constraints on the arrangement of these objects in space. Another major theme is the development of robust machine learning programs that can be integrated with a variety of intelligent systems. To achieve this goal, learning methods were designed, implemented and experimented within several different problem solving environments.

Using standardized patients versus video cases for representing clinical problems in problem-based learning

PubMed Central

2016-01-01

Purpose: The quality of problem representation is critical for developing students’ problem-solving abilities in problem-based learning (PBL). This study investigates preclinical students’ experience with standardized patients (SPs) as a problem representation method compared to using video cases in PBL. Methods: A cohort of 99 second-year preclinical students from Inje University College of Medicine (IUCM) responded to a Likert scale questionnaire on their learning experiences after they had experienced both video cases and SPs in PBL. The questionnaire consisted of 14 items with eight subcategories: problem identification, hypothesis generation, motivation, collaborative learning, reflective thinking, authenticity, patient-doctor communication, and attitude toward patients. Results: The results reveal that using SPs led to the preclinical students having significantly positive experiences in boosting patient-doctor communication skills; the perceived authenticity of their clinical situations; development of proper attitudes toward patients; and motivation, reflective thinking, and collaborative learning when compared to using video cases. The SPs also provided more challenges than the video cases during problem identification and hypotheses generation. Conclusion: SPs are more effective than video cases in delivering higher levels of authenticity in clinical problems for PBL. The interaction with SPs engages preclinical students in deeper thinking and discussion; growth of communication skills; development of proper attitudes toward patients; and motivation. Considering the higher cost of SPs compared with video cases, SPs could be used most advantageously during the preclinical period in the IUCM curriculum. PMID:26923094

Collaborative learning in radiologic science education.

PubMed

Yates, Jennifer L

2006-01-01

Radiologic science is a complex health profession, requiring the competent use of technology as well as the ability to function as part of a team, think critically, exercise independent judgment, solve problems creatively and communicate effectively. This article presents a review of literature in support of the relevance of collaborative learning to radiologic science education. In addition, strategies for effective design, facilitation and authentic assessment of activities are provided for educators wishing to incorporate collaborative techniques into their program curriculum. The connection between the benefits of collaborative learning and necessary workplace skills, particularly in the areas of critical thinking, creative problem solving and communication skills, suggests that collaborative learning techniques may be particularly useful in the education of future radiologic technologists. This article summarizes research identifying the benefits of collaborative learning for adult education and identifying the link between these benefits and the necessary characteristics of medical imaging technologists.

The Development of Physics Learning Instrument Based on Hypermedia and Its Influence on the Student Problem Solving Skill

ERIC Educational Resources Information Center

Amin, Bunga Dara; Mahmud, Alimuddin; Muris

2016-01-01

This research aims to produce a learning instrument based on hypermedia which is valid, interesting, practical, and effective as well as to know its influence on the problem based skill of students Mathematical and Science Faculty, Makassar State University. This research is a research and development at (R&D) type. The development procedure…

A Narrative Review of Problem-Based Learning with School-Aged Children: Implementation and Outcomes

ERIC Educational Resources Information Center

Jerzembek, Gabi; Murphy, Simon

2013-01-01

This paper reviews empirical studies that have evaluated the impact of problem-based learning (PBL) on school-aged pupils, in order to summarise how it has been implemented and to assess its effects on academic and personal development. Following electronic searches of PsychINFO, the British Education Index and the Cochrane review database, six…

Incorporating Problem-Based Learning Methodology To Prepare for the Medical College Admission Test.

ERIC Educational Resources Information Center

Baiyee, William Agbor

The effectiveness of problem-based learning (PBL) in preparing for the Medical College Admission Test (MCAT) was studied. A 10-week PBL experience was implemented to supplement lecture-based instruction in preparing for the MCAT. Over 2 years, 33 students participated. Participants met for 3 hours in small PBL groups directed by a tutor three…

Problem-Based Learning: Case Studies, Experience and Practice. Case Studies of Teaching in Higher Education.

ERIC Educational Resources Information Center

Schwartz, Peter, Ed.; Mennin, Stewart, Ed.; Webb, Graham, Ed.

The case studies in this book consider many of the most important issues perceived and experienced by people who are using or developing problem-based learning (PBL). The book focuses on politics, administration, resources, the roles of teachers, and the effects of PBL on students. The chapters are: (1) "Come and See the Real Thing" (David…

Strategic Improvement of Mathematical Problem-Solving Performance of Secondary School Students Using Procedural and Conceptual Learning Strategies

ERIC Educational Resources Information Center

Adeleke, M. A.

2007-01-01

The paper examined the possibility of finding out if improvements in students' problem solving performance in simultaneous linear equation will be recorded with the use of procedural and conceptual learning strategies and in addition to find out which of the strategies will be more effective. The study adopted a pretest, post test control group…

Gifted Middle School Students' Achievement and Perceptions of Science Classroom Quality during Problem-Based Learning

ERIC Educational Resources Information Center

Horak, Anne K.; Galluzzo, Gary R.

2017-01-01

The purpose of this study was to explore the effect of problem-based learning (PBL) on student achievement and students' perceptions of classroom quality. A group of students taught using PBL and a comparison group of students taught using traditional instruction were studied. A total of 457 students participated in the study. Pre- and…

Improving Learning Achievements, Motivations and Problem-Solving Skills through a Peer Assessment-Based Game Development Approach

ERIC Educational Resources Information Center

Hwang, Gwo-Jen; Hung, Chun-Ming; Chen, Nian-Shing

2014-01-01

In this study, a peer assessment-based game development approach is proposed for improving students' learning achievements, motivations and problem-solving skills. An experiment has been conducted to evaluate the effectiveness of the proposed approach in a science course at an elementary school. A total of 167 sixth graders participated in…

Teaching Renewable Energy Using Online PBL in Investigating Its Effect on Behaviour towards Energy Conservation among Malaysian Students: ANOVA Repeated Measures Approach

ERIC Educational Resources Information Center

Nordin, Norfarah; Samsudin, Mohd Ali; Harun, Abdul Hadi

2017-01-01

This research aimed to investigate whether online problem based learning (PBL) approach to teach renewable energy topic improves students' behaviour towards energy conservation. A renewable energy online problem based learning (REePBaL) instruction package was developed based on the theory of constructivism and adaptation of the online learning…

The Effect of Time on Difficulty of Learning (The Case of Problem Solving with Natural Numbers)

ERIC Educational Resources Information Center

Kaya, Deniz; Kesan, Cenk

2017-01-01

The main purpose of this study is to determine the time-dependent learning difficulty of "solving problems that require making four operations with natural numbers" of the sixth grade students. The study, adopting the scanning model, consisted of a total of 140 students, including 69 female and 71 male students at the sixth grade. Data…

Effectiveness of Mathematical Word Problem Solving Interventions for Students with Learning Disabilities and Mathematics Difficulties: A Meta-Analysis

ERIC Educational Resources Information Center

Lein, Amy E.

2016-01-01

This meta-analysis synthesized the findings from 23 published and five unpublished experimental or quasi-experimental group design studies on word problem-solving instruction for K-12 students with learning disabilities (LD) and mathematics difficulties (MD). A secondary purpose of this meta-analysis was to analyze the relation between treatment…

An Investment Prospectus. Strengthening Education and Democracy through Service-Learning

ERIC Educational Resources Information Center

Gibson, Cynthia

2005-01-01

Service-learning is a teaching method that engages young people in community problem-solving as part of their education, both in school and out-of-school settings. Service-learning has the potential to be a powerful experiential education practices because it not only fosters effective learning, also prepares the next generation for democratic…

The Effects of Teacher Discourse on Students' Discourse, Problem-Solving and Reasoning during Cooperative Learning

ERIC Educational Resources Information Center

Gillies, Robyn M.; Khan, Asaduzzaman

2008-01-01

The study sought to determine if teachers who are taught specific communication skills designed to challenge students' cognitive and metacognitive thinking during cooperative learning use more challenging and scaffolding behaviours to mediate students' learning than teachers who implement cooperative learning or small-group work who have not been…

Influence of Students' Learning Styles on the Effectiveness of Instructional Interventions

ERIC Educational Resources Information Center

Lehmann, Thomas; Ifenthaler, Dirk

2012-01-01

This research contributes to answer the question whether learning/cognitive styles of students serve as a justified starting point for creating target-group appropriate instruction. The study was realized in a self-regulated problem-based learning environment. Data of 56 participants on their individual learning styles, their acquired problem…

An Investigation into Cooperative Learning in a Virtual World Using Problem-Based Learning

ERIC Educational Resources Information Center

Parson, Vanessa; Bignell, Simon

2017-01-01

Three-dimensional multi-user virtual environments (MUVEs) have the potential to provide experiential learning qualitatively similar to that found in the real world. MUVEs offer a pedagogically-driven immersive learning opportunity for educationalists that is cost-effective and enjoyable. A family of digital virtual avatars was created within…

Differences between Learning Styles in Professional Courses at University Level

ERIC Educational Resources Information Center

Khan, Zebun Nisa

2009-01-01

Problem statement: As shown by research studies, knowledge of learning styles of students on the part of teachers is helpful in enhancing effectiveness of teaching-learning process. The present study was conducted to study and compare learning styles of students pursuing different professional courses at the university stage. The ultimate purpose…

Facilitating students' application of the integral and the area under the curve concepts in physics problems

NASA Astrophysics Data System (ADS)

Nguyen, Dong-Hai

This research project investigates the difficulties students encounter when solving physics problems involving the integral and the area under the curve concepts and the strategies to facilitate students learning to solve those types of problems. The research contexts of this project are calculus-based physics courses covering mechanics and electromagnetism. In phase I of the project, individual teaching/learning interviews were conducted with 20 students in mechanics and 15 students from the same cohort in electromagnetism. The students were asked to solve problems on several topics of mechanics and electromagnetism. These problems involved calculating physical quantities (e.g. velocity, acceleration, work, electric field, electric resistance, electric current) by integrating or finding the area under the curve of functions of related quantities (e.g. position, velocity, force, charge density, resistivity, current density). Verbal hints were provided when students made an error or were unable to proceed. A total number of 140 one-hour interviews were conducted in this phase, which provided insights into students' difficulties when solving the problems involving the integral and the area under the curve concepts and the hints to help students overcome those difficulties. In phase II of the project, tutorials were created to facilitate students' learning to solve physics problems involving the integral and the area under the curve concepts. Each tutorial consisted of a set of exercises and a protocol that incorporated the helpful hints to target the difficulties that students expressed in phase I of the project. Focus group learning interviews were conducted to test the effectiveness of the tutorials in comparison with standard learning materials (i.e. textbook problems and solutions). Overall results indicated that students learning with our tutorials outperformed students learning with standard materials in applying the integral and the area under the curve concepts to physics problems. The results of this project provide broader and deeper insights into students' problem solving with the integral and the area under the curve concepts and suggest strategies to facilitate students' learning to apply these concepts to physics problems. This study also has significant implications for further research, curriculum development and instruction.

The Effect of Incorporating Good Learners' Ratings in e-Learning Content-Based Recommender System

ERIC Educational Resources Information Center

Ghauth, Khairil Imran; Abdullah, Nor Aniza

2011-01-01

One of the anticipated challenges of today's e-learning is to solve the problem of recommending from a large number of learning materials. In this study, we introduce a novel architecture for an e-learning recommender system. More specifically, this paper comprises the following phases i) to propose an e-learning recommender system based on…

Layered Learning Design: Towards an Integration of Learning Design and Learning Object Perspectives

ERIC Educational Resources Information Center

Boyle, Tom

2010-01-01

The use of ICT to enhance teaching and learning depends on effective design, which operates at many levels of granularity from the small to the very large. This reflects the range of educational problems from course design down to the design of activities focused on specific learning objectives. For maximum impact these layers of design need to be…

Patterns and Rates of Learning in Two Problem-Based Learning Courses Using Outcome Based Assessment and Elaboration Theory

ERIC Educational Resources Information Center

Kuruganti, Usha; Needham, Ted; Zundel, Pierre

2012-01-01

The concept of "practice makes perfect" was examined in this work in the context of effective learning. Specifically, we wanted to know how much practice was needed for students to demonstrate mastery of learning outcomes. Student learning patterns in two different university courses that use a similar education approach involving…

Learned helplessness in chess players: the importance of task similarity and the role of skill.

PubMed

Gobet, F R

1992-01-01

The effects of noncontingency between subjects' responses and outcomes were examined with respect to treatment-and-posttest similarity and skill in the task. The experimental design consisted of three groups. The first group had to solve chess problems with objective solutions and received veridical feedback; each member of the second group faced problems with no objective solutions, and received the same feedback as the member of the first group he was yoked with, but without any control on it; the control group received a waiting task. It was found at the end of the experiment that the group with unsolvable problems was more depressed than the two other groups. The mid-strength players were the most sensitive to the manipulation, and the weakest players showed little effect of learned helplessness. It was also found that the effects were proportional to the degree of similarity between the treatment and the posttest. The results limit the domain of applicability of the learned-helplessness model.

Promoting Mental Health in Italian Middle and High School: A Pilot Study.

PubMed

Veltro, Franco; Ialenti, Valentina; Morales García, Manuel Alejandro; Bonanni, Emiliana; Iannone, Claudia; D'Innocenzo, Marinella; Gigantesco, Antonella

2017-01-01

In Italy, a handbook has been developed based on the principles of cooperative learning, life skills, self-effectiveness, and problem-solving at high school level. Early studies have shown the handbook's effectiveness. It has been hypothesized that the revised handbook could be more effective in middle schools. The study design is a "pre- and posttest" that compares the results obtained from 91 students of the high schools with those of the 38 students from middle schools. The assessment was made through "self-reporting" questionnaires of (a) learning skills including problem-solving and (b) perceived self-efficacy in managing emotions, dysfunctional beliefs, and unhealthy behaviours (i.e., drinking/smoking). Significant improvements were observed in both groups with the exceptions of perceived self-efficacy in managing emotions. The improvement of dysfunctional beliefs and the learning of problem-solving skills were better in middle schools. The results confirm the authors' hypothesis that the use of this approach is much more promising in middle school.

Principal Leadership of Data Team Protocols within a Professional Learning Community

ERIC Educational Resources Information Center

Chambers, Charmelle

2014-01-01

The following document represents a Problem Based Learning Project (PBL) focusing on school leadership practices leading to increased student achievement. Current research findings indicate effective principals recognize the importance of building teacher capacity through promoting collaborative team work. School principals effectively leading…

When Does Provision of Instruction Promote Learning?

ERIC Educational Resources Information Center

Lee, Hee Seung; Anderson, Abraham; Betts, Shawn; Anderson, John R.

2011-01-01

Contradictory evidence has been reported on the effects of discovery learning approach and the role of instructional explanations. By manipulating the presence of instruction (verbal explanation) and transparency of problem structures, we investigated how effects of instructional explanations differed depending on the transparency of problem…

Innovative eLearning: Technology Shaping Contemporary Problem Based Learning: A Cross-Case Analysis

ERIC Educational Resources Information Center

Blackburn, Greg

2015-01-01

Preparing students to be critical thinkers and effective communicators is essential in today's multinational and technologically sophisticated environment. New electronic technologies provide opportunities for creating learning environments that extend the possibilities of "old" but still essential technologies: books, blackboards, and…

The Effects of Chiropractic Treatment on Students With Learning and Behavioral Impairments Due to Neurological Dysfunction.

ERIC Educational Resources Information Center

Walton, E. V.; Brzozowski, Walter T.

The effects of chiropractic treatment on children with learning and behavioral problems was investigated with 24 elementary and secondary level students, 12 receiving regular chiropractic treatment and 12 receiving medication. Results indicated that chiropractic treatment was more effective for the wide range symptoms common in the neurological…

Generic Reflective Feedback: An Effective Approach to Developing Clinical Reasoning Skills

ERIC Educational Resources Information Center

Wojcikowski, K.; Brownie, S.

2013-01-01

Problem-based learning can be an effective tool to develop clinical reasoning skills. However, it traditionally takes place in tutorial groups, giving students little flexibility in how and when they learn. This pilot study compared the effectiveness of generic reflective feedback (GRF) with tutorial-based reflective feedback on the development of…

The Portable Patient Problem Pack: A Problem-Based Learning Unit

ERIC Educational Resources Information Center

Barrows, Howard S.; Tamblyn, Robyn M.

1977-01-01

The Portable Patient Problem Pack (P4), a method of simulating a patient's problem in a card deck format, is designed to develop the student's problem-solving or diagnostic skills in a manner consistent with the skills of the practicing clinician. Its effectiveness at McMaster University is reported. (LBH)

The Effect of Learning Environments Based on Problem Solving on Students' Achievements of Problem Solving

ERIC Educational Resources Information Center

Karatas, Ilhan; Baki, Adnan

2013-01-01

Problem solving is recognized as an important life skill involving a range of processes including analyzing, interpreting, reasoning, predicting, evaluating and reflecting. For that reason educating students as efficient problem solvers is an important role of mathematics education. Problem solving skill is the centre of mathematics curriculum.…

The Effectiveness of Problem-Based Instruction: A Comparative Study of Instructional Methods and Student Characteristics

ERIC Educational Resources Information Center

Mergendoller, John R.; Maxwell, Nan L.; Bellisimo, Yolanda

2006-01-01

This study compared the effectiveness of problem-based learning (PBL) and traditional instructional approaches in developing high-school students' macroeconomics knowledge and examined whether PBL was differentially effective with students demonstrating different levels of four aptitudes: verbal ability, interest in economics, preference for group…

Connecting Learning & Technology for Effective Lesson Plan Design.

ERIC Educational Resources Information Center

Seamon, Mary P.

This paper focuses on the design of effective lesson plans using the Internet. Effective lesson design helps students to explore ideas, acquire and synthesize information, and frame and solve problems. The creative problem solving which depends upon context, interrelationships, and real-world activities is available through Internet projects.…

Optimal teaching strategy in periodic impulsive knowledge dissemination system.

PubMed

Liu, Dan-Qing; Wu, Zhen-Qiang; Wang, Yu-Xin; Guo, Qiang; Liu, Jian-Guo

2017-01-01

Accurately describing the knowledge dissemination process is significant to enhance the performance of personalized education. In this study, considering the effect of periodic teaching activities on the learning process, we propose a periodic impulsive knowledge dissemination system to regenerate the knowledge dissemination process. Meanwhile, we put forward learning effectiveness which is an outcome of a trade-off between the benefits and costs raised by knowledge dissemination as objective function. Further, we investigate the optimal teaching strategy which can maximize learning effectiveness, to obtain the optimal effect of knowledge dissemination affected by the teaching activities. We solve this dynamic optimization problem by optimal control theory and get the optimization system. At last we numerically solve this system in several practical examples to make the conclusions intuitive and specific. The optimal teaching strategy proposed in this paper can be applied widely in the optimization problem of personal education and beneficial for enhancing the effect of knowledge dissemination.

Optimal teaching strategy in periodic impulsive knowledge dissemination system

PubMed Central

Liu, Dan-Qing; Wu, Zhen-Qiang; Wang, Yu-Xin; Guo, Qiang

2017-01-01

Accurately describing the knowledge dissemination process is significant to enhance the performance of personalized education. In this study, considering the effect of periodic teaching activities on the learning process, we propose a periodic impulsive knowledge dissemination system to regenerate the knowledge dissemination process. Meanwhile, we put forward learning effectiveness which is an outcome of a trade-off between the benefits and costs raised by knowledge dissemination as objective function. Further, we investigate the optimal teaching strategy which can maximize learning effectiveness, to obtain the optimal effect of knowledge dissemination affected by the teaching activities. We solve this dynamic optimization problem by optimal control theory and get the optimization system. At last we numerically solve this system in several practical examples to make the conclusions intuitive and specific. The optimal teaching strategy proposed in this paper can be applied widely in the optimization problem of personal education and beneficial for enhancing the effect of knowledge dissemination. PMID:28665961

Effects of Pascal and FORTRAN Programming on the Problem-Solving Abilities of College Students.

ERIC Educational Resources Information Center

Choi, Won Sik; Repman, Judi

1993-01-01

Describes a study that was conducted to determine whether learning to program a computer in Pascal or FORTRAN improved problem-solving skills of college students when compared to a control group and to determine which programing language was more effective in the development of problem-solving abilities. (26 references) (LRW)

Effect of Cooperative Problem-Based Lab Instruction on Metacognition and Problem-Solving Skills

ERIC Educational Resources Information Center

Sandi-Urena, Santiago; Cooper, Melanie; Stevens, Ron

2012-01-01

While most scientists agree that laboratory work is an important part of introductory science courses, there is scant evidence for the relationship between laboratory work and student learning, particularly at the college level. This work reports the quantitative component of a mixed-methods study of the effect of cooperative problem-based…

Computer-Based Feedback in Linear Algebra: Effects on Transfer Performance and Motivation

ERIC Educational Resources Information Center

Corbalan, Gemma; Paas, Fred; Cuypers, Hans

2010-01-01

Two studies investigated the effects on students' perceptions (Study 1) and learning and motivation (Study 2) of different levels of feedback in mathematical problems. In these problems, an error made in one step of the problem-solving procedure will carry over to the following steps and consequently to the final solution. Providing immediate…

The effect of Missouri mathematics project learning model on students’ mathematical problem solving ability

NASA Astrophysics Data System (ADS)

Handayani, I.; Januar, R. L.; Purwanto, S. E.

2018-01-01

This research aims to know the influence of Missouri Mathematics Project Learning Model to Mathematical Problem-solving Ability of Students at Junior High School. This research is a quantitative research and uses experimental research method of Quasi Experimental Design. The research population includes all student of grade VII of Junior High School who are enrolled in the even semester of the academic year 2016/2017. The Sample studied are 76 students from experimental and control groups. The sampling technique being used is cluster sampling method. The instrument is consisted of 7 essay questions whose validity, reliability, difficulty level and discriminating power have been tested. Before analyzing the data by using t-test, the data has fulfilled the requirement for normality and homogeneity. The result of data shows that there is the influence of Missouri mathematics project learning model to mathematical problem-solving ability of students at junior high school with medium effect.

Ecological literacy and beyond: Problem-based learning for future professionals.

PubMed

Lewinsohn, Thomas M; Attayde, José Luiz; Fonseca, Carlos Roberto; Ganade, Gislene; Jorge, Leonardo Ré; Kollmann, Johannes; Overbeck, Gerhard E; Prado, Paulo Inácio; Pillar, Valério D; Popp, Daniela; da Rocha, Pedro L B; Silva, Wesley Rodrigues; Spiekermann, Annette; Weisser, Wolfgang W

2015-03-01

Ecological science contributes to solving a broad range of environmental problems. However, lack of ecological literacy in practice often limits application of this knowledge. In this paper, we highlight a critical but often overlooked demand on ecological literacy: to enable professionals of various careers to apply scientific knowledge when faced with environmental problems. Current university courses on ecology often fail to persuade students that ecological science provides important tools for environmental problem solving. We propose problem-based learning to improve the understanding of ecological science and its usefulness for real-world environmental issues that professionals in careers as diverse as engineering, public health, architecture, social sciences, or management will address. Courses should set clear learning objectives for cognitive skills they expect students to acquire. Thus, professionals in different fields will be enabled to improve environmental decision-making processes and to participate effectively in multidisciplinary work groups charged with tackling environmental issues.

Multi Agent Reward Analysis for Learning in Noisy Domains

NASA Technical Reports Server (NTRS)

Tumer, Kagan; Agogino, Adrian K.

2005-01-01

In many multi agent learning problems, it is difficult to determine, a priori, the agent reward structure that will lead to good performance. This problem is particularly pronounced in continuous, noisy domains ill-suited to simple table backup schemes commonly used in TD(lambda)/Q-learning. In this paper, we present a new reward evaluation method that allows the tradeoff between coordination among the agents and the difficulty of the learning problem each agent faces to be visualized. This method is independent of the learning algorithm and is only a function of the problem domain and the agents reward structure. We then use this reward efficiency visualization method to determine an effective reward without performing extensive simulations. We test this method in both a static and a dynamic multi-rover learning domain where the agents have continuous state spaces and where their actions are noisy (e.g., the agents movement decisions are not always carried out properly). Our results show that in the more difficult dynamic domain, the reward efficiency visualization method provides a two order of magnitude speedup in selecting a good reward. Most importantly it allows one to quickly create and verify rewards tailored to the observational limitations of the domain.

Improve Biomedical Information Retrieval using Modified Learning to Rank Methods.

PubMed

Xu, Bo; Lin, Hongfei; Lin, Yuan; Ma, Yunlong; Yang, Liang; Wang, Jian; Yang, Zhihao

2016-06-14

In these years, the number of biomedical articles has increased exponentially, which becomes a problem for biologists to capture all the needed information manually. Information retrieval technologies, as the core of search engines, can deal with the problem automatically, providing users with the needed information. However, it is a great challenge to apply these technologies directly for biomedical retrieval, because of the abundance of domain specific terminologies. To enhance biomedical retrieval, we propose a novel framework based on learning to rank. Learning to rank is a series of state-of-the-art information retrieval techniques, and has been proved effective in many information retrieval tasks. In the proposed framework, we attempt to tackle the problem of the abundance of terminologies by constructing ranking models, which focus on not only retrieving the most relevant documents, but also diversifying the searching results to increase the completeness of the resulting list for a given query. In the model training, we propose two novel document labeling strategies, and combine several traditional retrieval models as learning features. Besides, we also investigate the usefulness of different learning to rank approaches in our framework. Experimental results on TREC Genomics datasets demonstrate the effectiveness of our framework for biomedical information retrieval.

Learning Effects of an International Group Competition Project

ERIC Educational Resources Information Center

Akpinar, Murat; del Campo, Cristina; Eryarsoy, Enes

2015-01-01

This study investigates the effects of collaboration and competition on students' learning performance in a course of business statistics. The collaboration involved a simultaneously organised group competition project with analysis of real-life business problems among students. Students from the following schools participated: JAMK University of…

The Effects of Two Strategic and Meta-Cognitive Questioning Approaches on Children's Explanatory Behaviour, Problem-Solving, and Learning during Cooperative, Inquiry-Based Science

ERIC Educational Resources Information Center

Gillies, Robyn M.; Nichols, Kim; Burgh, Gilbert; Haynes, Michele

2012-01-01

Teaching students to ask and answer questions is critically important if they are to engage in reasoned argumentation, problem-solving, and learning. This study involved 35 groups of grade 6 children from 18 classrooms in three conditions (cognitive questioning condition, community of inquiry condition, and the comparison condition) who were…

The Effects of Using Problem-Based Learning in Science and Technology Teaching upon Students' Academic Achievement and Levels of Structuring Concepts

ERIC Educational Resources Information Center

Inel, Didem; Balim, Ali Gunay

2010-01-01

The present study aimed to investigate the impact of the problem-based learning method used in science and technology teaching upon elementary school students' construction levels for the concepts concerning the "Systems in Our Body" unit in the science and technology course and their academic achievement. To this end, during the four-week…

New Concepts of Play and the Problem of Technology, Digital Media and Popular-Culture Integration with Play-Based Learning in Early Childhood Education

ERIC Educational Resources Information Center

Edwards, Susan

2016-01-01

Technology, digital media and popular culture form an important aspect of young children's life-worlds in contemporary post-industrial societies. A problem for early childhood educators is how to most effectively integrate these aspects of children's life-worlds into the provision of play-based learning. Traditionally, research has considered…

The Effect of Problem Posing Oriented Analyses-II Course on the Attitudes toward Mathematics and Mathematics Self-Efficacy of Elementary Prospective Mathematics Teachers

ERIC Educational Resources Information Center

Akay, Hayri; Boz, Nihat

2010-01-01

Research on mathematics teaching and learning has recently focused on affective variables, which were found to play an essential role that influences behaviour and learning. Despite its importance, problem posing has not yet received the attention it warrants from the mathematics education community. Perceived self-efficacy beliefs have been found…

Managing Digital Learning Environments: Student Teachers' Perception on the Social Networking Services Use in Writing Courses in Teacher Education

ERIC Educational Resources Information Center

Prasojo, Lantip Diat; Habibi, Akhmad; Mukminin, Amirul; Muhaimin; Taridi, Muhammad; Ikhsan; Saudagar, Ferdiaz

2017-01-01

Limited studies have been conducted to examine how effective and what impacts dealing with students' learning experiences as well as the problems faced by the students. This study focused on English student teachers' experiences on the advantages and problems faced in using Social Networking Services (SNS) in English as Foreign Language (EFL)…

Designing Interventions for Preschool Learning and Behavior Problems. The Jossey-Bass Social and Behavioral Science Series and the Jossey-Bass Education Series.

ERIC Educational Resources Information Center

Barnett, David W.; Carey, Karen T.

This book aims to help in developing interventions for preschool children with learning and behavior problems, guided by a scientist-practitioner model that integrates research and deals effectively with the realities of practice. The book emphasizes a theory of psychosocial change rather than developmental theories. The book is written for…

Scripted Collaboration in Serious Gaming for Complex Learning: Effects of Multiple Perspectives when Acquiring Water Management Skills

ERIC Educational Resources Information Center

Hummel, Hans G. K.; van Houcke, Jasper; Nadolski, Rob J.; van der Hiele, Tony; Kurvers, Hub; Lohr, Ansje

2011-01-01

This paper examines how learning outcomes from playing serious games can be enhanced by including scripted collaboration in the game play. We compared the quality of advisory reports, that students in the domain of water management had to draw up for an authentic case problem, both before and after collaborating on the problem with (virtual) peer…

Medical Students' Satisfaction and Academic Performance with Problem-Based Learning in Practice-Based Exercises for Epidemiology and Health Demographics

ERIC Educational Resources Information Center

Jiménez-Mejías, E.; Amezcua-Prieto, C.; Martínez-Ruiz, V.; Olvera-Porcel, M. C.; Jiménez-Moleón, J. J.; Lardelli Claret, P.

2015-01-01

The aim of this study was to evaluate the effect of problem-based learning (PBL) on university students' satisfaction with and academic performance in a course on epidemiology and social and demographic health. The participants in this interventional study were 529 students (272 in the intervention group and 257 in the control group) enrolled in a…

Strategies for Effective Faculty Involvement in Online Activities Aimed at Promoting Critical Thinking and Deep Learning

ERIC Educational Resources Information Center

Abdul Razzak, Nina

2016-01-01

Highly-traditional education systems that mainly offer what is known as "direct instruction" usually result in graduates with a surface approach to learning rather than a deep one. What is meant by deep-learning is learning that involves critical analysis, the linking of ideas and concepts, creative problem solving, and application…

The Effect of Active Learning Approach on Attitudes of 7th Grade Students

ERIC Educational Resources Information Center

Demirci, Cavide

2017-01-01

Active learning is a student's active impact on learning and a student's involvement in the learning process which allows students to focus on creating knowledge with an emphasis on skills such as analytical thinking, problem-solving and meta-cognitive activities that develop students' thinking. The main purpose of this study is to determine…

Understanding the Effects of Time on Collaborative Learning Processes in Problem Based Learning: A Mixed Methods Study

ERIC Educational Resources Information Center

Hommes, J.; Van den Bossche, P.; de Grave, W.; Bos, G.; Schuwirth, L.; Scherpbier, A.

2014-01-01

Little is known how time influences collaborative learning groups in medical education. Therefore a thorough exploration of the development of learning processes over time was undertaken in an undergraduate PBL curriculum over 18 months. A mixed-methods triangulation design was used. First, the quantitative study measured how various learning…

Effects of the ISIS Recommender System for Navigation Support in Self-Organised Learning Networks

ERIC Educational Resources Information Center

Drachsler, Hendrik; Hummel, Hans; van den Berg, Bert; Eshuis, Jannes; Waterink, Wim; Nadolski, Rob; Berlanga, Adriana; Boers, Nanda; Koper, Rob

2009-01-01

The need to support users of the Internet with the selection of information is becoming more important. Learners in complex, self-organising Learning Networks have similar problems and need guidance to find and select most suitable learning activities, in order to attain their lifelong learning goals in the most efficient way. Several research…

An Effect of the Learning Environment Management System toward Student Quality of Thai Secondary School

ERIC Educational Resources Information Center

Wirussawa, Seatuch; Tesaputa, Kowat; Duangpaeng, Amporn

2016-01-01

This study aimed at 1) investigating the element of the learning environment management system in the secondary schools, 2) exploring the current states and problems of the system on the learning environment management in the secondary schools, 3) designing the learning environment management system for the secondary schools, and 4) identifying…

Development of an Inquiry-Based Learning Support System Based on an Intelligent Knowledge Exploration Approach

ERIC Educational Resources Information Center

Wu, Ji-Wei; Tseng, Judy C. R.; Hwang, Gwo-Jen

2015-01-01

Inquiry-Based Learning (IBL) is an effective approach for promoting active learning. When inquiry-based learning is incorporated into instruction, teachers provide guiding questions for students to actively explore the required knowledge in order to solve the problems. Although the World Wide Web (WWW) is a rich knowledge resource for students to…

How School Districts Can Support Deeper Learning: The Need for Performance Alignment. Executive Summary. Deeper Learning Research Series

ERIC Educational Resources Information Center

Honig, Meredith I.; Rainey, Lydia R.

2015-01-01

School district leaders nationwide aspire to help their schools become vibrant places for learning--where students have meaningful academic opportunities "and" develop critical thinking and problem-solving skills, the ability to communicate effectively, and other deeper learning capacities that are essential to success in later life.…

First Report about an E-learning Application Supporting PBL: Students' Usages, Satisfactions, and Achievements

ERIC Educational Resources Information Center

Gurpinar, Erol; Zayim, Nese; Ozenci, Ciler Celik; Alimoglu, Mustafa Kemal

2009-01-01

The purpose of the study was to determine applicability of e-learning in problem based learning (PBL) by investigating its usage and acceptability among students and its effect on academic achievement. The study was carried out among first year medical students of Akdeniz University, Turkey. A web-based learning environment (WBLE) including…

Spatial Learning and Computer Simulations in Science

ERIC Educational Resources Information Center

Lindgren, Robb; Schwartz, Daniel L.

2009-01-01

Interactive simulations are entering mainstream science education. Their effects on cognition and learning are often framed by the legacy of information processing, which emphasized amodal problem solving and conceptual organization. In contrast, this paper reviews simulations from the vantage of research on perception and spatial learning,…

Flight School in the Virtual Environment: Capabilities and Risks of Executing a Simulations-Based Flight Training Program

DTIC Science & Technology

2012-05-17

theories work together to explain learning in aviation—behavioral learning theory , cognitive learning theory , constructivism, experiential ...solve problems, and make decisions. Experiential learning theory incorporates both behavioral and cognitive theories .104 This theory harnesses the...34Evaluation of the Effectiveness of Flight School XXI," 7. 106 David A. Kolb , Experiential Learning : Experience as the Source of

Rational-Emotive Education with Learning Disabled Children

ERIC Educational Resources Information Center

Knaus, William; McKeever, Cynthia

1977-01-01

Rational-emotive education provides a positive, constructive approach for helping young children with learning problems who have psychogenic overlays to cope with worries and troubles effectively and to accept themselves affirmatively. (Author/SBH)

Problem-Centered Supplemental Instruction in Biology: Influence on Content Recall, Content Understanding, and Problem Solving Ability

NASA Astrophysics Data System (ADS)

Gardner, Joel; Belland, Brian R.

2017-08-01

To address the need for effective, efficient ways to apply active learning in undergraduate biology courses, in this paper, we propose a problem-centered approach that utilizes supplemental web-based instructional materials based on principles of active learning. We compared two supplementary web-based modules using active learning strategies: the first used Merrill's First Principles of Instruction as a framework for organizing multiple active learning strategies; the second used a traditional web-based approach. Results indicated that (a) the First Principles group gained significantly from pretest to posttest at the Remember level ( t(40) = -1.432, p = 0.08, ES = 0.4) and at the Problem Solving level ( U = 142.5, N1 = 21, N2 = 21, p = .02, ES = 0.7) and (b) the Traditional group gained significantly from pretest to posttest at the Remember level ( t(36) = 1.762, p = 0.043, ES = 0.6). Those in the First Principles group were significantly more likely than the traditional group to be confident in their ability to solve problems in the future (χ2 (2, N = 40) = 3.585, p = 0.09).

Blending problem-based learning with Web technology positively impacts student learning outcomes in acid-base physiology.

PubMed

Taradi, Suncana Kukolja; Taradi, Milan; Radic, Kresimir; Pokrajac, Niksa

2005-03-01

World Wide Web (Web)-based learning (WBL), problem-based learning (PBL), and collaborative learning are at present the most powerful educational options in higher education. A blended (hybrid) course combines traditional face-to-face and WBL approaches in an educational environment that is nonspecific as to time and place. To provide educational services for an undergraduate second-year elective course in acid-base physiology, a rich, student-centered educational Web-environment designed to support PBL was created by using Web Course Tools courseware. The course is designed to require students to work in small collaborative groups using problem solving activities to develop topic understanding. The aim of the study was to identify the impact of the blended WBL-PBL-collaborative learning environment on student learning outcomes. Student test scores and satisfaction survey results from a blended WBL-PBL-based test group (n = 37) were compared with a control group whose instructional opportunities were from a traditional in-class PBL model (n = 84). WBL students scored significantly (t = 3.3952; P = 0.0009) better on the final acid-base physiology examination and expressed a positive attitude to the new learning environment in the satisfaction survey. Expressed in terms of a difference effect, the mean of the treated group (WBL) is at the 76th percentile of the untreated (face-to-face) group, which stands for a "medium" effect size. Thus student progress in the blended WBL-PBL collaborative environment was positively affected by the use of technology.

Learning dominance relations in combinatorial search problems

NASA Technical Reports Server (NTRS)

Yu, Chee-Fen; Wah, Benjamin W.

1988-01-01

Dominance relations commonly are used to prune unnecessary nodes in search graphs, but they are problem-dependent and cannot be derived by a general procedure. The authors identify machine learning of dominance relations and the applicable learning mechanisms. A study of learning dominance relations using learning by experimentation is described. This system has been able to learn dominance relations for the 0/1-knapsack problem, an inventory problem, the reliability-by-replication problem, the two-machine flow shop problem, a number of single-machine scheduling problems, and a two-machine scheduling problem. It is considered that the same methodology can be extended to learn dominance relations in general.

Improving learning performance with happiness by interactive scenarios.

PubMed

Chuang, Chi-Hung; Chen, Ying-Nong; Tsai, Luo-Wei; Lee, Chun-Chieh; Tsai, Hsin-Chun

2014-01-01

Recently, digital learning has attracted a lot of researchers to improve the problems of learning carelessness, low learning ability, lack of concentration, and difficulties in comprehending the logic of math. In this study, a digital learning system based on Kinect somatosensory system is proposed to make children and teenagers happily learn in the course of the games and improve the learning performance. We propose two interactive geometry and puzzle games. The proposed somatosensory games can make learners feel curious and raise their motivation to find solutions for boring problems via abundant physical expressions and interactive operations. The players are asked to select particular operation by gestures and physical expressions within a certain time. By doing so, the learners can feel the fun of game playing and train their logic ability before they are aware. Experimental results demonstrate that the proposed somatosensory system can effectively improve the students' learning performance.

Improving Learning Performance with Happiness by Interactive Scenarios

PubMed Central

Chuang, Chi-Hung; Chen, Ying-Nong; Tsai, Luo-Wei; Lee, Chun-Chieh; Tsai, Hsin-Chun

2014-01-01

Recently, digital learning has attracted a lot of researchers to improve the problems of learning carelessness, low learning ability, lack of concentration, and difficulties in comprehending the logic of math. In this study, a digital learning system based on Kinect somatosensory system is proposed to make children and teenagers happily learn in the course of the games and improve the learning performance. We propose two interactive geometry and puzzle games. The proposed somatosensory games can make learners feel curious and raise their motivation to find solutions for boring problems via abundant physical expressions and interactive operations. The players are asked to select particular operation by gestures and physical expressions within a certain time. By doing so, the learners can feel the fun of game playing and train their logic ability before they are aware. Experimental results demonstrate that the proposed somatosensory system can effectively improve the students' learning performance. PMID:24558331

High-resolution Self-Organizing Maps for advanced visualization and dimension reduction.

PubMed

Saraswati, Ayu; Nguyen, Van Tuc; Hagenbuchner, Markus; Tsoi, Ah Chung

2018-05-04

Kohonen's Self Organizing feature Map (SOM) provides an effective way to project high dimensional input features onto a low dimensional display space while preserving the topological relationships among the input features. Recent advances in algorithms that take advantages of modern computing hardware introduced the concept of high resolution SOMs (HRSOMs). This paper investigates the capabilities and applicability of the HRSOM as a visualization tool for cluster analysis and its suitabilities to serve as a pre-processor in ensemble learning models. The evaluation is conducted on a number of established benchmarks and real-world learning problems, namely, the policeman benchmark, two web spam detection problems, a network intrusion detection problem, and a malware detection problem. It is found that the visualization resulted from an HRSOM provides new insights concerning these learning problems. It is furthermore shown empirically that broad benefits from the use of HRSOMs in both clustering and classification problems can be expected. Copyright © 2018 Elsevier Ltd. All rights reserved.

Case of Two Electrostatics Problems: Can Providing a Diagram Adversely Impact Introductory Physics Students' Problem Solving Performance?

ERIC Educational Resources Information Center

Maries, Alexandru; Singh, Chandralekha

2018-01-01

Drawing appropriate diagrams is a useful problem solving heuristic that can transform a problem into a representation that is easier to exploit for solving it. One major focus while helping introductory physics students learn effective problem solving is to help them understand that drawing diagrams can facilitate problem solution. We conducted an…

Strategic Accountability Is Key to Making PLCs Effective

ERIC Educational Resources Information Center

Easton, Lois Brown

2017-01-01

Professional Learning Communities (PLCs) are often criticized for failing to focus on real problems of teaching and learning and for failing to deliver improvement. That is where accountability comes into play. Strategic accountability distinguishes PLCs that are effective from those that are not. Everyone knows what accountability is, but the…

Improving Student Teamwork in a Collaborative Project-Based Course

ERIC Educational Resources Information Center

Kapp, Edward

2009-01-01

While collaborative student projects can be effective in improving student learning, the failure of students to work together effectively remains a widely reported problem in collaborative learning. This article describes a team-building intervention designed to improve the students' abilities to work together in teams successfully. The…

Investigating the Effectiveness of Group Work in Mathematics

ERIC Educational Resources Information Center

Sofroniou, Anastasia; Poutos, Konstantinos

2016-01-01

Group work permits students to develop a range of critical thinking, analytical and communication skills; effective team work; appreciation and respect for other views, techniques and problem-solving methods, all of which promote active learning and enhance student learning. This paper presents an evaluation of employing the didactic and…

The Effects of Learned Helplessness on Alcohol Consumption.

ERIC Educational Resources Information Center

Noel, Nora E.; Lisman, Stephen A.

Widely held cultural beliefs assert that alcohol can offer both an ameliorative and preventive solution to the problem of depression. This study attempted to assess the effects of learned helplessness--a possible laboratory analog to reactive depression--on alcohol consumption. Thirty-eight female undergraduates were randomly assigned (within…

The Effectiveness of Project-Based Learning on Mathematics Proficiency with African American Students

ERIC Educational Resources Information Center

Jenkins, Justina

2017-01-01

This sequential exploratory mixed methods study addressed the problem of low academic achievement in mathematics, specifically for African American middle school students who historically score below proficient levels on standardized mathematics assessments. The purpose was to investigate the effectiveness of the Project-Based Learning (PBL)…

Quantum Machine Learning

NASA Technical Reports Server (NTRS)

Biswas, Rupak

2018-01-01

Quantum computing promises an unprecedented ability to solve intractable problems by harnessing quantum mechanical effects such as tunneling, superposition, and entanglement. The Quantum Artificial Intelligence Laboratory (QuAIL) at NASA Ames Research Center is the space agency's primary facility for conducting research and development in quantum information sciences. QuAIL conducts fundamental research in quantum physics but also explores how best to exploit and apply this disruptive technology to enable NASA missions in aeronautics, Earth and space sciences, and space exploration. At the same time, machine learning has become a major focus in computer science and captured the imagination of the public as a panacea to myriad big data problems. In this talk, we will discuss how classical machine learning can take advantage of quantum computing to significantly improve its effectiveness. Although we illustrate this concept on a quantum annealer, other quantum platforms could be used as well. If explored fully and implemented efficiently, quantum machine learning could greatly accelerate a wide range of tasks leading to new technologies and discoveries that will significantly change the way we solve real-world problems.

Problems as Possibilities: Problem-Based Learning for K-12 Education.

ERIC Educational Resources Information Center

Torp, Linda; Sage, Sara

Problem-based learning (PBL) is an experiential form of learning centered around the collaborative investigation and resolution of "messy, real-world" problems. This book offers opportunities to learn about problem-based learning from the perspectives of teachers, students, parents, administrators, and curriculum developers. Chapter 1 tells…

Leadership in Disadvantaged Primary Schools: Two Narratives of Contrasting Schools

ERIC Educational Resources Information Center

Oswald, Marietjie; Engelbrecht, Petra

2013-01-01

Research has indicated that schools should be developed as inclusive learning communities that would support collaborative learning and problem solving in order to address learner diversity more effectively. This article explores school leadership as one determining factor which either affords or constrains collaborative teacher learning for…

Learning to Make Decisions Through Constructive Controversy.

ERIC Educational Resources Information Center

Tjosvold, Dean

Students must make decisions about their lifestyle, future careers, academic pursuits, and classroom and school issues. Learning to make effective decisions for themselves and for society is an important aspect of competence. They can learn decision making through interacting and solving problems with others. A central ingredient for successful…

An Investigation on Revealing the Learning Modalities of Undergraduate Students

ERIC Educational Resources Information Center

Ünal, Menderes

2015-01-01

This study investigated learning modalities of undergraduate students in terms of their gender, departments, grades and academic achievements. The modalities/styles (visual, auditory and kinaesthetic) indicate learning preferences and help students find ways to study effectively, reach new information and solve problems. The study was conducted…

Tangible Technology-Enhanced Learning for Improvement of Student Collaboration

ERIC Educational Resources Information Center

Barneva, Reneta P.; Gelsomini, Federico; Kanev, Kamen; Bottoni, Paolo

2018-01-01

Collaboration among students in the course of learning plays an important role in developing communication skills. In particular, it helps for team building and brainstorming on solutions of complex problems. While an effective group organization is critical for the success of such collaborative learning, many instructors would make arbitrary…

Medications for School-Age Children: Effects on Learning and Behavior.

ERIC Educational Resources Information Center

Brown, Ronald T.; Sawyer, Michael G.

Use of medications that target specific behaviors affecting learning and social development has been the most extensively studied form of intervention available to children with behavioral and learning problems. Drawing from extensive research literature spanning the past 30 years, this guide for psychologists and other professionals who work with…

Assessing Team Learning in Technology-Mediated Collaboration: An Experimental Study

ERIC Educational Resources Information Center

Andres, Hayward P.; Akan, Obasi H.

2010-01-01

This study examined the effects of collaboration mode (collocated versus non-collocated videoconferencing-mediated) on team learning and team interaction quality in a team-based problem solving context. Situated learning theory and the theory of affordances are used to provide a framework that describes how technology-mediated collaboration…

Effects of Directed Learning Groups upon Students' Ability to Understand Conceptual Ideas

ERIC Educational Resources Information Center

Johnson, Karen Gabrielle; Galluzzo, Benjamin Jason

2014-01-01

Mathematical modeling and directed learning groups were employed in a terminal mathematics course to encourage university students to conceptualize real-world mathematics problems. Multiple assessments were utilized to determine whether students' conceptual development is enhanced by participating in directed learning groups conducted in a…

Discussion Based Fish Bowl Strategy in Learning Psychology

ERIC Educational Resources Information Center

Singaravelu, G.

2007-01-01

The present study investigates the learning problems in psychology at Master of Education(M.Ed.,) in Bharathiar University and finds the effectiveness of Discussion Based Fish Bowl Strategy in learning psychology. Single group Experimental method was adopted for the study. Both qualitative and quantitative approaches were adopted for this study.…

Effects of Mathematics Anxiety and Mathematical Metacognition on Word Problem Solving in Children with and without Mathematical Learning Difficulties.

PubMed

Lai, Yinghui; Zhu, Xiaoshuang; Chen, Yinghe; Li, Yanjun

2015-01-01

Mathematics is one of the most objective, logical, and practical academic disciplines. Yet, in addition to cognitive skills, mathematical problem solving also involves affective factors. In the current study, we first investigated effects of mathematics anxiety (MA) and mathematical metacognition on word problem solving (WPS). We tested 224 children (116 boys, M = 10.15 years old, SD = 0.56) with the Mathematics Anxiety Scale for Children, the Chinese Revised-edition Questionnaire of Pupil's Metacognitive Ability in Mathematics, and WPS tasks. The results indicated that mathematical metacognition mediated the effect of MA on WPS after controlling for IQ. Second, we divided the children into four mathematics achievement groups including high achieving (HA), typical achieving (TA), low achieving (LA), and mathematical learning difficulty (MLD). Because mathematical metacognition and MA predicted mathematics achievement, we compared group differences in metacognition and MA with IQ partialled out. The results showed that children with MLD scored lower in self-image and higher in learning mathematics anxiety (LMA) than the TA and HA children, but not in mathematical evaluation anxiety (MEA). MLD children's LMA was also higher than that of their LA counterparts. These results provide insight into factors that may mediate poor WPS performance which emerges under pressure in mathematics. These results also suggest that the anxiety during learning mathematics should be taken into account in mathematical learning difficulty interventions.

Effects of Mathematics Anxiety and Mathematical Metacognition on Word Problem Solving in Children with and without Mathematical Learning Difficulties

PubMed Central

Lai, Yinghui; Zhu, Xiaoshuang; Chen, Yinghe; Li, Yanjun

2015-01-01

Mathematics is one of the most objective, logical, and practical academic disciplines. Yet, in addition to cognitive skills, mathematical problem solving also involves affective factors. In the current study, we first investigated effects of mathematics anxiety (MA) and mathematical metacognition on word problem solving (WPS). We tested 224 children (116 boys, M = 10.15 years old, SD = 0.56) with the Mathematics Anxiety Scale for Children, the Chinese Revised-edition Questionnaire of Pupil’s Metacognitive Ability in Mathematics, and WPS tasks. The results indicated that mathematical metacognition mediated the effect of MA on WPS after controlling for IQ. Second, we divided the children into four mathematics achievement groups including high achieving (HA), typical achieving (TA), low achieving (LA), and mathematical learning difficulty (MLD). Because mathematical metacognition and MA predicted mathematics achievement, we compared group differences in metacognition and MA with IQ partialled out. The results showed that children with MLD scored lower in self-image and higher in learning mathematics anxiety (LMA) than the TA and HA children, but not in mathematical evaluation anxiety (MEA). MLD children’s LMA was also higher than that of their LA counterparts. These results provide insight into factors that may mediate poor WPS performance which emerges under pressure in mathematics. These results also suggest that the anxiety during learning mathematics should be taken into account in mathematical learning difficulty interventions. PMID:26090806

A Simple Label Switching Algorithm for Semisupervised Structural SVMs.

PubMed

Balamurugan, P; Shevade, Shirish; Sundararajan, S

2015-10-01

In structured output learning, obtaining labeled data for real-world applications is usually costly, while unlabeled examples are available in abundance. Semisupervised structured classification deals with a small number of labeled examples and a large number of unlabeled structured data. In this work, we consider semisupervised structural support vector machines with domain constraints. The optimization problem, which in general is not convex, contains the loss terms associated with the labeled and unlabeled examples, along with the domain constraints. We propose a simple optimization approach that alternates between solving a supervised learning problem and a constraint matching problem. Solving the constraint matching problem is difficult for structured prediction, and we propose an efficient and effective label switching method to solve it. The alternating optimization is carried out within a deterministic annealing framework, which helps in effective constraint matching and avoiding poor local minima, which are not very useful. The algorithm is simple and easy to implement. Further, it is suitable for any structured output learning problem where exact inference is available. Experiments on benchmark sequence labeling data sets and a natural language parsing data set show that the proposed approach, though simple, achieves comparable generalization performance.

The flip side of traditional nursing education: A literature review.

PubMed

Ward, Maria; Knowlton, Mary C; Laney, Candice W

2018-03-01

The flipped classroom (FC) andragogy purports an improvement of critical thinking and problem-solving skills in students. This literature review explores fourteen research studies and discusses outcome measures reported on the effectiveness of using this teaching modality. Students described the learning activities during the classroom meeting times as valuable and indicated the interaction and engagement were beneficial to their learning. Many students opined an increased comprehension of the subject matter. Overall, the FC required more work on the part of the students and the faculty, and the majority of students preferred the traditional classroom (TC) passive method of learning over the FC active learning andragogy as a result of the substantial time commitment required for preparation necessitated by the FC. Five of the fourteen studies evaluated student learning outcome measures; four studies showed an improvement in the FC environment compared to the TC and one reported the FC was at least as effective as the TC. Further studies with quantifiable outcome measures are required to determine the effectiveness of a FC on critical thinking and problem-solving skills of nursing students. Copyright © 2018. Published by Elsevier Ltd.

Students' perceptions of clinical teaching and learning strategies: a Pakistani perspective.

PubMed

Khan, Basnama Ayaz; Ali, Fauziya; Vazir, Nilofar; Barolia, Rubina; Rehan, Seema

2012-01-01

The complexity of the health care environment is increasing with the explosion of technology, coupled with the issues of patients' access, equity, time efficiency, and cost containment. Nursing education must focus on means that enable students to develop the processes of active learning, problem-solving, and critical thinking, in order to enable them to deal with the complexities. This study aims at identifying the nursing students' perceptions about the effectiveness of utilized teaching and learning strategies of clinical education, in improving students' knowledge, skills, and attitudes. A descriptive cross sectional study design was utilized using both qualitative and quantitative approaches. Data were collected from 74 students, using a questionnaire that was developed for the purpose of the study and analyzed using descriptive and non-parametric statistics. The findings revealed that demonstration was the most effective strategy for improving students' skills; reflection, for improving attitudes; and problem based learning and concept map for improving their knowledge. Students' responses to open-ended questions confirmed the effectiveness of these strategies in improving their learning outcomes. Recommendations have been provided based on the findings. Copyright © 2011 Elsevier Ltd. All rights reserved.

A Comparison between the Effectiveness of PBL and LBL on Improving Problem-Solving Abilities of Medical Students Using Questioning

ERIC Educational Resources Information Center

He, Yunfeng; Du, Xiangyun; Toft, Egon; Zhang, Xingli; Qu, Bo; Shi, Jiannong; Zhang, Huan; Zhang, Hui

2018-01-01

In daily patient-history taking and diagnosis practice, doctors ask questions to gather information from patients and narrow down diagnostic hypotheses. Training medical students to be efficient problem solvers through the use of questioning is therefore important. In this study, the effectiveness of problem-based learning (PBL) and lecture-based…

The effectiveness of module with critical thinking approach on hydrolysis and buffer materials in chemistry learning

NASA Astrophysics Data System (ADS)

Nuswowati, M.; Purwanti, E.

2018-03-01

The research aims is to find out the effectiveness of critical thinking approach in Chemistry learning especially on hydrolysis and buffer materials. The level of its effectiveness was viewed from the students’ learning outcomes including knowledge, attitude and skill domains. The data were collected through validation sheets, questionnaires and tests, which were then analyzed by using descriptive quantitative method. The first step conducted was validating the module that was going to be used in the learning processes. The students’ learning outcome on knowledge domain was very good, viewed from the classical attainment by 88.63% with N-gain 0.718 with high criteria. It was also viewed from the students’ criticality level in solving the given problems. The result of the study revealed that more than 75% of the students obtained critical and very critical criteria in solving the given problems. The students’ attitudes and skills values were viewed through observation sheets during the learning processes. The result of the observation stated that more than 75% of the students showed good and very good attitudes and skills values. Based on the data, it could be concluded that the module with critical thinking approach was effective to be used on hydrolysis and buffer materials.

Sleep

MedlinePlus

... other phases help you learn information and form memories. 1 , 2 Inadequate sleep contributes, in the short term, to problems with learning and processing information, and it can have a harmful effect on long-term health and well-being. According to the ...

Labour and Individual Learning Accounts: Let's Keep Talking.

ERIC Educational Resources Information Center

Thomson, Alastair

1996-01-01

Reviews British political party proposals for individual learning accounts, designed to give adults purchasing power for further education and training. Raises concerns about effects on existing employee development programs and other potential problems. (SK)

Incorporating Problem-Based Learning in Physical Education Teacher Education

ERIC Educational Resources Information Center

Hushman, Glenn; Napper-Owen, Gloria

2011-01-01

Problem-based learning (PBL) is an educational method that identifies a problem as a context for student learning. Critical-thinking skills, deductive reasoning, knowledge, and behaviors are developed as students learn how theory can be applied to practical settings. Problem-based learning encourages self-direction, lifelong learning, and sharing…

From Saying to Doing Interdisciplinary Learning: Is Problem-Based Learning the Answer?

ERIC Educational Resources Information Center

Stentoft, Diana

2017-01-01

Problem-based learning is often characterised as an approach encompassing interdisciplinary learning; however, little attention has been explicitly paid to what a claim of interdisciplinary problem-based learning means in practice. Even less attention has been given to address the consequences of interdisciplinary problem-based learning for…

Effects of help-seeking in a blended high school Biology class

NASA Astrophysics Data System (ADS)

Deguzman, Paolo

Distance learning provides an opportunity for students to learn valuable information through technology and interactive media. Distance learning additionally offers educational institutions the flexibility of synchronous and asynchronous instruction while increasing enrollment and lowering cost. However, distance education has not been well documented within the context of urban high schools. Distance learning may allow high school students to understand material at an individualized pace for either enrichment or remediation. A successful high school student who participates in distance learning should exhibit high self regulatory skills. However, most urban high school students have not been exposed to distance learning and should be introduced to proper self regulatory strategies that should increase the likelihood of understanding the material. To help facilitate a move into distance learning, a blended distance learning model, the combination of distance learning and traditional learning, will be used. According to O'Neil's (in preparation) revised problem solving model, self regulation is a component of problem solving. Within the Blended Biology course, urban high school students will be trained in help-seeking strategies to further their understanding of genetics and Punnett Square problem solving. This study investigated the effects of help-seeking in a blended high school Biology course. The main study consisted of a help-seeking group (n=55) and a control group (n=53). Both the help-seeking group and the control group were taught by one teacher for two weeks. The help-seeking group had access to Blended Biology with Help-Seeking while the control group only had access to Blended Biology. The main study used a pretest and posttest to measure Genetics Content Understanding, Punnett Square Problem Solving, Adaptive Help-Seeking, Maladaptive Help-Seeking, and Self Regulation. The analysis showed no significant difference in any of the measures in terms of help seeking. However, blended distance learning appeared to work as posttest means increased significantly from the pretest means. Future studies should consider the method of communication for help-seeking and help-giving within a high school distance learning context. Further studies should consider developing instruments to measure the difference in knowing when help is needed versus active choice.

Stimulus function in simultaneous discrimination1

PubMed Central

Biederman, Gerald B.

1968-01-01

In discrimination learning, the negativity of the stimulus correlated with nonreinforcement (S−) declines after 100 training trials while the stimulus correlated with reinforcement (S+) is paradoxically more positive with lesser amounts of discrimination training. Training subjects on two simultaneous discrimination tasks revealed a within-subjects overlearning reversal effect, where a more-frequently presented discrimination problem was better learned in reversal than was a discrimination problem presented less frequently during training. PMID:5672254

A Qualitative Investigation into How Problem-Based Learning Impacts on the Development of Team-Working Skills in Occupational Therapy Students

ERIC Educational Resources Information Center

Seymour, Alison

2013-01-01

It has been suggested that problem-based learning (PBL) has a positive impact on the team-working skills of medical, health and social care students. These skills are important for graduates to master to enable effective collaborative working in today's diverse health and social care settings. What is not clear from the literature is how…

The Effect of Using Problem-Based Learning in Middle School Gifted Science Classes on Student Achievement and Students' Perceptions of Classroom Quality

ERIC Educational Resources Information Center

Horak, Anne Karen

2013-01-01

The purpose of this study was to explore the impact of the Problem Based Learning (PBL) units developed by a large suburban school district in the mid-Atlantic for the middle school gifted science curriculum on: a) students' performance on standardized tests in middle school Science, as measured by a sample of relevant test questions from a…

Team Regulation, Regulation of Social Activities or Co-Regulation: Different Labels for Effective Regulation of Learning in CSCL

ERIC Educational Resources Information Center

Saab, Nadira

2012-01-01

Computer-supported collaborative learning (CSCL) is an approach to learning in which learners can actively and collaboratively construct knowledge by means of interaction and joint problem solving. Regulation of learning is especially important in the domain of CSCL. Next to the regulation of task performance, the interaction between learners who…

e-Learning for Expanding Distance Education in Tertiary Level in Bangladesh: Problems and Progress

ERIC Educational Resources Information Center

Al-Masum, Md. Abdullah; Chowdhury, Saiful Islam

2013-01-01

E-learning has broadly become an important enabler to promote distance education (DE) and lifelong learning in most of the developed countries, but in Bangladesh it is still a new successful progressive system for the learning communities. Distance education is thought to be introduced as an effective way of educating people of all sections in…

A Study of Learning and Motivation in a New Media Enriched Environment for Middle School Science

ERIC Educational Resources Information Center

Liu, Min; Horton, Lucas; Olmanson, Justin; Toprac, Paul

2011-01-01

This study examines middle school students' learning and motivation as they engaged in a new media enriched problem-based learning (PBL) environment for middle school science. Using a mixed-method design with both quantitative and qualitative data, we investigated the effect of a new media environment on sixth graders' science learning, their…

Assessing the Factors Impacting Professional Learning for Teachers in Seventh-Day Adventist Schools: A Comparison of Millennials and Non-Millennials

ERIC Educational Resources Information Center

Bayer, Betty L.

2017-01-01

Problem and Purpose: Much research over several decades has established the importance of ongoing professional learning for teachers and has identified what effective professional learning should look like. Little research has been done, however, on the professional learning practices of teachers in faith-based schools, and few studies have…

Effectiveness of a Mobile Plant Learning System in a Science Curriculum in Taiwanese Elementary Education

ERIC Educational Resources Information Center

Huang, Yueh-Min; Lin, Yen-Ting; Cheng, Shu-Chen

2010-01-01

This study developed a Mobile Plant Learning System (MPLS) that provides instructors with the ways and means to facilitate student learning in an elementary-school-level botany course. The MPLS represented in this study was implemented to address problems that arise with the use of a didactic approach to teaching and learning botany, as is…

Comparing problem-based learning and lecture as methods to teach whole-systems design to engineering students

NASA Astrophysics Data System (ADS)

Dukes, Michael Dickey

The objective of this research is to compare problem-based learning and lecture as methods to teach whole-systems design to engineering students. A case study, Appendix A, exemplifying successful whole-systems design was developed and written by the author in partnership with the Rocky Mountain Institute. Concepts to be tested were then determined, and a questionnaire was developed to test students' preconceptions. A control group of students was taught using traditional lecture methods, and a sample group of students was taught using problem-based learning methods. After several weeks, the students were given the same questionnaire as prior to the instruction, and the data was analyzed to determine if the teaching methods were effective in correcting misconceptions. A statistically significant change in the students' preconceptions was observed in both groups on the topic of cost related to the design process. There was no statistically significant change in the students' preconceptions concerning the design process, technical ability within five years, and the possibility of drastic efficiency gains with current technologies. However, the results were inconclusive in determining that problem-based learning is more effective than lecture as a method for teaching the concept of whole-systems design, or vice versa.

Designing, implementing and evaluating an online problem-based learning (PBL) environment--a pilot study.

PubMed

Ng, Manwa L; Bridges, Susan; Law, Sam Po; Whitehill, Tara

2014-01-01

Problem-based learning (PBL) has been shown to be effective for promoting student competencies in self-directed and collaborative learning, critical thinking, self-reflection and tackling novel situations. However, the need for face-to-face interactions at the same place and time severely limits the potential of traditional PBL. The requirements of space and for meeting at a specific location at the same time create timetabling difficulties. Such limitations need to be tackled before all potentials of PBL learning can be realized. The present study aimed at designing and implementing an online PBL environment for undergraduate speech/language pathology students, and assessing the associated pedagogical effectiveness. A group of eight PBL students were randomly selected to participate in the study. They underwent 4 weeks of online PBL using Adobe Connect. Upon completion of the experiment, they were assessed via a self-reported questionnaire and quantitative comparison with traditional PBL students based on the same written assignment. The questionnaire revealed that all participating students enjoyed online PBL, without any perceived negative effects on learning. Online PBL unanimously saved the students travel time to and from school. Statistical analysis indicated no significant difference in assignment grades between the online and traditional PBL groups, indicating that online PBL learning appears to be similarly effective as traditional face-to-face PBL learning.

Effect of improving the usability of an e-learning resource: a randomized trial.

PubMed

Davids, Mogamat Razeen; Chikte, Usuf M E; Halperin, Mitchell L

2014-06-01

Optimizing the usability of e-learning materials is necessary to reduce extraneous cognitive load and maximize their potential educational impact. However, this is often neglected, especially when time and other resources are limited. We conducted a randomized trial to investigate whether a usability evaluation of our multimedia e-learning resource, followed by fixing of all problems identified, would translate into improvements in usability parameters and learning by medical residents. Two iterations of our e-learning resource [version 1 (V1) and version 2 (V2)] were compared. V1 was the first fully functional version and V2 was the revised version after all identified usability problems were addressed. Residents in internal medicine and anesthesiology were randomly assigned to one of the versions. Usability was evaluated by having participants complete a user satisfaction questionnaire and by recording and analyzing their interactions with the application. The effect on learning was assessed by questions designed to test the retention and transfer of knowledge. Participants reported high levels of satisfaction with both versions, with good ratings on the System Usability Scale and adjective rating scale. In contrast, analysis of video recordings revealed significant differences in the occurrence of serious usability problems between the two versions, in particular in the interactive HandsOn case with its treatment simulation, where there was a median of five serious problem instances (range: 0-50) recorded per participant for V1 and zero instances (range: 0-1) for V2 (P < 0.001). There were no differences in tests of retention or transfer of knowledge between the two versions. In conclusion, usability evaluation followed by a redesign of our e-learning resource resulted in significant improvements in usability. This is likely to translate into improved motivation and willingness to engage with the learning material. In this population of relatively high-knowledge participants, learning scores were similar across the two versions. Copyright © 2014 The American Physiological Society.

Effect of improving the usability of an e-learning resource: a randomized trial

PubMed Central

Chikte, Usuf M. E.; Halperin, Mitchell L.

2014-01-01

Optimizing the usability of e-learning materials is necessary to reduce extraneous cognitive load and maximize their potential educational impact. However, this is often neglected, especially when time and other resources are limited. We conducted a randomized trial to investigate whether a usability evaluation of our multimedia e-learning resource, followed by fixing of all problems identified, would translate into improvements in usability parameters and learning by medical residents. Two iterations of our e-learning resource [version 1 (V1) and version 2 (V2)] were compared. V1 was the first fully functional version and V2 was the revised version after all identified usability problems were addressed. Residents in internal medicine and anesthesiology were randomly assigned to one of the versions. Usability was evaluated by having participants complete a user satisfaction questionnaire and by recording and analyzing their interactions with the application. The effect on learning was assessed by questions designed to test the retention and transfer of knowledge. Participants reported high levels of satisfaction with both versions, with good ratings on the System Usability Scale and adjective rating scale. In contrast, analysis of video recordings revealed significant differences in the occurrence of serious usability problems between the two versions, in particular in the interactive HandsOn case with its treatment simulation, where there was a median of five serious problem instances (range: 0–50) recorded per participant for V1 and zero instances (range: 0–1) for V2 (P < 0.001). There were no differences in tests of retention or transfer of knowledge between the two versions. In conclusion, usability evaluation followed by a redesign of our e-learning resource resulted in significant improvements in usability. This is likely to translate into improved motivation and willingness to engage with the learning material. In this population of relatively high-knowledge participants, learning scores were similar across the two versions. PMID:24913451

Reducing Child Problem Behaviors and Improving Teacher-Child Interactions and Relationships: A Randomized Controlled Trial of Best in Class

ERIC Educational Resources Information Center

Sutherland, Kevin S.; Conroy, Maureen A.; Algina, James; Ladwig, Crystal; Jesse, Gabriel; Gyure, Maria

2018-01-01

Research has consistently linked early problem behavior with later adjustment problems, including antisocial behavior, learning problems and risk for the development of emotional/behavioral disorders (EBDs). Researchers have focused upon developing effective intervention programs for young children who arrive in preschool exhibiting chronic…

The Microcomputer--A Problem Solving Tool.

ERIC Educational Resources Information Center

Hoelscher, Karen J.

Designed to assist teachers in using the microcomputer as a tool to teach problem solving strategies, this document is divided into two sections: the first introduces the concept of problem solving as a thinking process, and suggests means by which a teacher can become an effective guide for the learning of problem solving skills; the second…

Prompting in Web-Based Environments: Supporting Self-Monitoring and Problem Solving Skills in College Students

ERIC Educational Resources Information Center

Kauffman, Douglas F.; Ge, Xun; Xie, Kui; Chen, Ching-Huei

2008-01-01

This study explored Metacognition and how automated instructional support in the form of problem-solving and self-reflection prompts influenced students' capacity to solve complex problems in a Web-based learning environment. Specifically, we examined the independent and interactive effects of problem-solving prompts and reflection prompts on…

Problem based learning in chronic disease management: a review of the research.

PubMed

Williams, Bev; Pace, Ana Emilia

2009-10-01

To determine whether problem based learning (PBL) is an effective educational strategy in chronic disease management. The databases CINAHL, EMBASE, HealthStar, Medline and PubMed were searched for articles which focused on PBL and patient education or patient learning. Individual studies using PBL as an intervention with chronic disease management reflect significant changes in cognitive and clinical outcomes among individuals experiencing diabetes, asthma, arthritis and coronary artery disease. There is a need for more well designed studies that assess the impact of PBL on self-care management of a variety of chronic diseases. There is some evidence that PBL is effective in promoting self-care with individuals experiencing diabetes, arthritis, asthma and coronary artery disease. 2009 Published by Elsevier Ireland Ltd.

Impact of Indoor Physical Environment on Learning Efficiency in Different Types of Tasks: A 3 × 4 × 3 Full Factorial Design Analysis.

PubMed

Xiong, Lilin; Huang, Xiao; Li, Jie; Mao, Peng; Wang, Xiang; Wang, Rubing; Tang, Meng

2018-06-13

Indoor physical environments appear to influence learning efficiency nowadays. For improvement in learning efficiency, environmental scenarios need to be designed when occupants engage in different learning tasks. However, how learning efficiency is affected by indoor physical environment based on task types are still not well understood. The present study aims to explore the impacts of three physical environmental factors (i.e., temperature, noise, and illuminance) on learning efficiency according to different types of tasks, including perception, memory, problem-solving, and attention-oriented tasks. A 3 × 4 × 3 full factorial design experiment was employed in a university classroom with 10 subjects recruited. Environmental scenarios were generated based on different levels of temperature (17 °C, 22 °C, and 27 °C), noise (40 dB(A), 50 dB(A), 60 dB(A), and 70 dB(A)) and illuminance (60 lx, 300 lx, and 2200 lx). Accuracy rate (AC), reaction time (RT), and the final performance indicator (PI) were used to quantify learning efficiency. The results showed ambient temperature, noise, and illuminance exerted significant main effect on learning efficiency based on four task types. Significant concurrent effects of the three factors on final learning efficiency was found in all tasks except problem-solving-oriented task. The optimal environmental scenarios for top learning efficiency were further identified under different environmental interactions. The highest learning efficiency came in thermoneutral, relatively quiet, and bright conditions in perception-oriented task. Subjects performed best under warm, relatively quiet, and moderately light exposure when recalling images in the memory-oriented task. Learning efficiency peaked to maxima in thermoneutral, fairly quiet, and moderately light environment in problem-solving process while in cool, fairly quiet and bright environment with regard to attention-oriented task. The study provides guidance for building users to conduct effective environmental intervention with simultaneous controls of ambient temperature, noise, and illuminance. It contributes to creating the most suitable indoor physical environment for improving occupants learning efficiency according to different task types. The findings could further supplement the present indoor environment-related standards or norms with providing empirical reference on environmental interactions.

Effect of Face-to-face Education, Problem-based Learning, and Goldstein Systematic Training Model on Quality of Life and Fatigue among Caregivers of Patients with Diabetes.

PubMed

Masoudi, Reza; Soleimani, Mohammad Ali; Yaghoobzadeh, Ameneh; Baraz, Shahram; Hakim, Ashrafalsadat; Chan, Yiong H

2017-01-01

Education is a fundamental component for patients with diabetes to achieve good glycemic control. In addition, selecting the appropriate method of education is one of the most effective factors in the quality of life. The present study aimed to evaluate the effect of face-to-face education, problem-based learning, and Goldstein systematic training model on the quality of life (QOL) and fatigue among caregivers of patients with diabetes. This randomized clinical trial was conducted in Hajar Hospital (Shahrekord, Iran) in 2012. The study subjects consisted of 105 family caregivers of patients with diabetes. The participants were randomly assigned to three intervention groups (35 caregivers in each group). For each group, 5-h training sessions were held separately. QOL and fatigue were evaluated immediately before and after the intervention, and after 1, 2, 3, and 4 months of intervention. There was a significant increase in QOL for all the three groups. Both the problem-based learning and the Goldstein method showed desirable QOL improvement over time. The desired educational intervention for fatigue reduction during the 4-month post-intervention period was the Goldstein method. A significant reduction was observed in fatigue in all three groups after the intervention ( P < 0.001). The results of the present study illustrated that the problem-based learning and Goldstein systematic training model improve the QOL of caregivers of patients with diabetes. In addition, the Goldstein systematic training model had the greatest effect on the reduction of fatigue within 4 months of the intervention.

Improvement in critical thinking dispositions of undergraduate nursing students through problem-based learning: a crossover-experimental study.

PubMed

Yu, Dehong; Zhang, Yaqing; Xu, Yun; Wu, Juemin; Wang, Caifeng

2013-10-01

Critical thinking (CT) is important to nursing education and practice. Although there is evidence that active learning approaches, such as problem-based learning (PBL), are effective in developing CT dispositions, the findings are inconclusive. This study examines the effect of PBL on the development of CT dispositions in nursing students using a crossover-experimental study in a course offered to nursing students in China. All students were randomly assigned to two parallel groups, with one group receiving PBL and the other receiving lecture-based learning (LBL) as a control. The CT Dispositions Inventory-Chinese Version was administered before and after the semester-long course. Data were collected at three time points. No significant differences between groups were noted in overall and sub-scale scores at baseline; however, pronounced differences in overall posttest scores existed between the PBL and LBL groups. Thus, PBL learning significantly enhanced the CT dispositions of nursing students enrolled in Medical-Surgical Nursing II. Copyright 2013, SLACK Incorporated.

The effect of brain based learning with contextual approach viewed from adversity quotient

NASA Astrophysics Data System (ADS)

Kartikaningtyas, V.; Kusmayadi, T. A.; Riyadi, R.

2018-05-01

The aim of this research was to find out the effect of Brain Based Learning (BBL) with contextual approach viewed from adversity quotient (AQ) on mathematics achievement. BBL-contextual is the model to optimize the brain in the new concept learning and real life problem solving by making the good environment. Adversity Quotient is the ability to response and faces the problems. In addition, it is also about how to turn the difficulties into chances. This AQ classified into quitters, campers, and climbers. The research method used in this research was quasi experiment by using 2x3 factorial designs. The sample was chosen by using stratified cluster random sampling. The instruments were test and questionnaire for the data of AQ. The results showed that (1) BBL-contextual is better than direct learning on mathematics achievement, (2) there is no significant difference between each types of AQ on mathematics achievement, and (3) there is no interaction between learning model and AQ on mathematics achievement.

The Relationships between Problem Design and Learning Process in Problem-Based Learning Environments: Two Cases

ERIC Educational Resources Information Center

Hung, Woei; Mehl, Katherine; Holen, Jodi Bergland

2013-01-01

Some researchers have argued that the design of problems used in a Problem-based Learning (PBL) course or curriculum could have an impact on student learning cognitively or psychologically, such as students' self-directed learning process or engagement. To investigate the relationship between PBL problem design and students' self-directed learning…

Building Interactivity in Higher Education to Support Student Engagement in Spatial Problem Solving and Programming

NASA Astrophysics Data System (ADS)

Gulland, E.-K.; Veenendaal, B.; Schut, A. G. T.

2012-07-01

Problem-solving knowledge and skills are an important attribute of spatial sciences graduates. The challenge of higher education is to build a teaching and learning environment that enables students to acquire these skills in relevant and authentic applications. This study investigates the effectiveness of traditional face-to-face teaching and online learning technologies in supporting the student learning of problem-solving and computer programming skills, techniques and solutions. The student cohort considered for this study involves students in the surveying as well as geographic information science (GISc) disciplines. Also, students studying across a range of learning modes including on-campus, distance and blended, are considered in this study. Student feedback and past studies reveal a lack of student interest and engagement in problem solving and computer programming. Many students do not see such skills as directly relevant and applicable to their perceptions of what future spatial careers hold. A range of teaching and learning methods for both face-to-face teaching and distance learning were introduced to address some of the perceived weaknesses of the learning environment. These included initiating greater student interaction in lectures, modifying assessments to provide greater feedback and student accountability, and the provision of more interactive and engaging online learning resources. The paper presents and evaluates the teaching methods used to support the student learning environment. Responses of students in relation to their learning experiences were collected via two anonymous, online surveys and these results were analysed with respect to student pass and retention rates. The study found a clear distinction between expectations and engagement of surveying students in comparison to GISc students. A further outcome revealed that students who were already engaged in their learning benefited the most from the interactive learning resources and opportunities provided.

Supervised Learning for Dynamical System Learning.

PubMed

Hefny, Ahmed; Downey, Carlton; Gordon, Geoffrey J

2015-01-01

Recently there has been substantial interest in spectral methods for learning dynamical systems. These methods are popular since they often offer a good tradeoff between computational and statistical efficiency. Unfortunately, they can be difficult to use and extend in practice: e.g., they can make it difficult to incorporate prior information such as sparsity or structure. To address this problem, we present a new view of dynamical system learning: we show how to learn dynamical systems by solving a sequence of ordinary supervised learning problems, thereby allowing users to incorporate prior knowledge via standard techniques such as L 1 regularization. Many existing spectral methods are special cases of this new framework, using linear regression as the supervised learner. We demonstrate the effectiveness of our framework by showing examples where nonlinear regression or lasso let us learn better state representations than plain linear regression does; the correctness of these instances follows directly from our general analysis.

Empirical evidence of the effectiveness of concept mapping as a learning intervention for nuclear medicine technology students in a distance learning radiation protection and biology course.

PubMed

Passmore, Gregory G; Owen, Mary Anne; Prabakaran, Krishnan

2011-12-01

Metacognitive learning strategies are based on instructional learning theory, which promotes deep, meaningful learning. Educators in a baccalaureate-level nuclear medicine technology program demonstrated that students enrolled in an online, distance learning section of an introductory radiation protection and radiobiology course performed better when traditional instruction was supplemented with nontraditional metacognitive learning strategies. The metacognitive learning strategy that was used is best known as concept mapping. The concept map, in addition to the standard homework problem assignment and opportunity for question-answer sessions, became the template for misconception identification and remediation interactions between the instructor and the student. The control group relied on traditional homework problems and question-answer sessions alone. Because students in both the "treatment" groups (i.e., students who used concept mapping) and the control group were distance learning students, all personal communications were conducted via e-mail or telephone. The final examination of the course was used to facilitate a quantitative comparison of the performance of students who used concept mapping and the performance of students who did not use concept mapping. The results demonstrated a significantly higher median final examination score for the concept mapping group than for the non-concept mapping group (z = -2.0381, P = 0.0415), with an appropriately large effect size (2.65). Concept mapping is a cognitive learning intervention that effectively enables meaningful learning and is suitable for use in the independent learner-oriented distance learning environments used by some nuclear medicine technology programs.

Task-driven dictionary learning.

PubMed

Mairal, Julien; Bach, Francis; Ponce, Jean

2012-04-01

Modeling data with linear combinations of a few elements from a learned dictionary has been the focus of much recent research in machine learning, neuroscience, and signal processing. For signals such as natural images that admit such sparse representations, it is now well established that these models are well suited to restoration tasks. In this context, learning the dictionary amounts to solving a large-scale matrix factorization problem, which can be done efficiently with classical optimization tools. The same approach has also been used for learning features from data for other purposes, e.g., image classification, but tuning the dictionary in a supervised way for these tasks has proven to be more difficult. In this paper, we present a general formulation for supervised dictionary learning adapted to a wide variety of tasks, and present an efficient algorithm for solving the corresponding optimization problem. Experiments on handwritten digit classification, digital art identification, nonlinear inverse image problems, and compressed sensing demonstrate that our approach is effective in large-scale settings, and is well suited to supervised and semi-supervised classification, as well as regression tasks for data that admit sparse representations.

Quantum annealing versus classical machine learning applied to a simplified computational biology problem

PubMed Central

Li, Richard Y.; Di Felice, Rosa; Rohs, Remo; Lidar, Daniel A.

2018-01-01

Transcription factors regulate gene expression, but how these proteins recognize and specifically bind to their DNA targets is still debated. Machine learning models are effective means to reveal interaction mechanisms. Here we studied the ability of a quantum machine learning approach to predict binding specificity. Using simplified datasets of a small number of DNA sequences derived from actual binding affinity experiments, we trained a commercially available quantum annealer to classify and rank transcription factor binding. The results were compared to state-of-the-art classical approaches for the same simplified datasets, including simulated annealing, simulated quantum annealing, multiple linear regression, LASSO, and extreme gradient boosting. Despite technological limitations, we find a slight advantage in classification performance and nearly equal ranking performance using the quantum annealer for these fairly small training data sets. Thus, we propose that quantum annealing might be an effective method to implement machine learning for certain computational biology problems. PMID:29652405

Evaluation of an Intelligent Tutoring System in Pathology: Effects of External Representation on Performance Gains, Metacognition, and Acceptance

PubMed Central

Crowley, Rebecca S.; Legowski, Elizabeth; Medvedeva, Olga; Tseytlin, Eugene; Roh, Ellen; Jukic, Drazen

2007-01-01

Objective Determine effects of computer-based tutoring on diagnostic performance gains, meta-cognition, and acceptance using two different problem representations. Describe impact of tutoring on spectrum of diagnostic skills required for task performance. Identify key features of student-tutor interaction contributing to learning gains. Design Prospective, between-subjects study, controlled for participant level of training. Resident physicians in two academic pathology programs spent four hours using one of two interfaces which differed mainly in external problem representation. The case-focused representation provided an open-learning environment in which students were free to explore evidence-hypothesis relationships within a case, but could not visualize the entire diagnostic space. The knowledge-focused representation provided an interactive representation of the entire diagnostic space, which more tightly constrained student actions. Measurements Metrics included results of pretest, post-test and retention-test for multiple choice and case diagnosis tests, ratios of performance to student reported certainty, results of participant survey, learning curves, and interaction behaviors during tutoring. Results Students had highly significant learning gains after one tutoring session. Learning was retained at one week. There were no differences between the two interfaces in learning gains on post-test or retention test. Only students in the knowledge-focused interface exhibited significant metacognitive gains from pretest to post-test and pretest to retention test. Students rated the knowledge-focused interface significantly higher than the case-focused interface. Conclusions Cognitive tutoring is associated with improved diagnostic performance in a complex medical domain. The effect is retained at one-week post-training. Knowledge-focused external problem representation shows an advantage over case-focused representation for metacognitive effects and user acceptance. PMID:17213494

Evaluation of an intelligent tutoring system in pathology: effects of external representation on performance gains, metacognition, and acceptance.

PubMed

Crowley, Rebecca S; Legowski, Elizabeth; Medvedeva, Olga; Tseytlin, Eugene; Roh, Ellen; Jukic, Drazen

2007-01-01

Determine effects of computer-based tutoring on diagnostic performance gains, meta-cognition, and acceptance using two different problem representations. Describe impact of tutoring on spectrum of diagnostic skills required for task performance. Identify key features of student-tutor interaction contributing to learning gains. Prospective, between-subjects study, controlled for participant level of training. Resident physicians in two academic pathology programs spent four hours using one of two interfaces which differed mainly in external problem representation. The case-focused representation provided an open-learning environment in which students were free to explore evidence-hypothesis relationships within a case, but could not visualize the entire diagnostic space. The knowledge-focused representation provided an interactive representation of the entire diagnostic space, which more tightly constrained student actions. Metrics included results of pretest, post-test and retention-test for multiple choice and case diagnosis tests, ratios of performance to student reported certainty, results of participant survey, learning curves, and interaction behaviors during tutoring. Students had highly significant learning gains after one tutoring session. Learning was retained at one week. There were no differences between the two interfaces in learning gains on post-test or retention test. Only students in the knowledge-focused interface exhibited significant metacognitive gains from pretest to post-test and pretest to retention test. Students rated the knowledge-focused interface significantly higher than the case-focused interface. Cognitive tutoring is associated with improved diagnostic performance in a complex medical domain. The effect is retained at one-week post-training. Knowledge-focused external problem representation shows an advantage over case-focused representation for metacognitive effects and user acceptance.

Students’ Mathematical Problem-Solving Abilities Through The Application of Learning Models Problem Based Learning

NASA Astrophysics Data System (ADS)

Nasution, M. L.; Yerizon, Y.; Gusmiyanti, R.

2018-04-01

One of the purpose mathematic learning is to develop problem solving abilities. Problem solving is obtained through experience in questioning non-routine. Improving students’ mathematical problem-solving abilities required an appropriate strategy in learning activities one of them is models problem based learning (PBL). Thus, the purpose of this research is to determine whether the problem solving abilities of mathematical students’ who learn to use PBL better than on the ability of students’ mathematical problem solving by applying conventional learning. This research included quasi experiment with static group design and population is students class XI MIA SMAN 1 Lubuk Alung. Class experiment in the class XI MIA 5 and class control in the class XI MIA 6. The instrument of final test students’ mathematical problem solving used essay form. The result of data final test in analyzed with t-test. The result is students’ mathematical problem solving abilities with PBL better then on the ability of students’ mathematical problem solving by applying conventional learning. It’s seen from the high percentage achieved by the group of students who learn to use PBL for each indicator of students’ mathematical problem solving.

From action to abstraction: Using the hands to learn math

PubMed Central

Novack, Miriam A.; Congdon, Eliza L.; Hemani-Lopez, Naureen; Goldin-Meadow, Susan

2014-01-01

Previous research has shown that children benefit from gesturing during math instruction. Here we ask whether gesturing promotes learning because it is itself a physical action, or because it uses physical action to represent abstract ideas. To address this question, we taught third-grade children a strategy for solving mathematical equivalence problems that was instantiated in one of three ways: (1) in the physical action children performed on objects, (2) in a concrete gesture miming that action, or (3) in an abstract gesture. All three types of hand movements helped children learn how to solve the problems on which they were trained. However, only gesture led to success on problems that required generalizing the knowledge gained. The results provide the first evidence that gesture promotes transfer of knowledge better than action, and suggest that the beneficial effects gesture has on learning may reside in the features that differentiate it from action. PMID:24503873

Direct heuristic dynamic programming for damping oscillations in a large power system.

PubMed

Lu, Chao; Si, Jennie; Xie, Xiaorong

2008-08-01

This paper applies a neural-network-based approximate dynamic programming method, namely, the direct heuristic dynamic programming (direct HDP), to a large power system stability control problem. The direct HDP is a learning- and approximation-based approach to addressing nonlinear coordinated control under uncertainty. One of the major design parameters, the controller learning objective function, is formulated to directly account for network-wide low-frequency oscillation with the presence of nonlinearity, uncertainty, and coupling effect among system components. Results include a novel learning control structure based on the direct HDP with applications to two power system problems. The first case involves static var compensator supplementary damping control, which is used to provide a comprehensive evaluation of the learning control performance. The second case aims at addressing a difficult complex system challenge by providing a new solution to a large interconnected power network oscillation damping control problem that frequently occurs in the China Southern Power Grid.

Faded-example as a Tool to Acquire and Automate Mathematics Knowledge

NASA Astrophysics Data System (ADS)

Retnowati, E.

2017-04-01

Students themselves accomplish Knowledge acquisition and automation. The teacher plays a role as the facilitator by creating mathematics tasks that assist students in building knowledge efficiently and effectively. Cognitive load caused by learning material presented by teachers should be considered as a critical factor. While the intrinsic cognitive load is related to the degree of complexity of the material learning ones can handle, the extraneous cognitive load is directly caused by how the material is presented. Strategies to present a learning material in computational learning domains like mathematics are a namely worked example (fully-guided task) or problem-solving (discovery task with no guidance). According to the empirical evidence, learning based on problem-solving may cause high-extraneous cognitive load for students who have limited prior knowledge, conversely learn based on worked example may cause high-extraneous cognitive load for students who have mastered the knowledge base. An alternative is a faded example consisting of the partly-completed task. Learning from faded-example can facilitate students who already acquire some knowledge about the to-be-learned material but still need more practice to automate the knowledge further. This instructional strategy provides a smooth transition from a fully-guided into an independent problem solver. Designs of faded examples for learning trigonometry are discussed.

Implicit and explicit motor sequence learning in children born very preterm.

PubMed

Jongbloed-Pereboom, Marjolein; Janssen, Anjo J W M; Steiner, K; Steenbergen, Bert; Nijhuis-van der Sanden, Maria W G

2017-01-01

Motor skills can be learned explicitly (dependent on working memory (WM)) or implicitly (relatively independent of WM). Children born very preterm (VPT) often have working memory deficits. Explicit learning may be compromised in these children. This study investigated implicit and explicit motor learning and the role of working memory in VPT children and controls. Three groups (6-9 years) participated: 20 VPT children with motor problems, 20 VPT children without motor problems, and 20 controls. A nine button sequence was learned implicitly (pressing the lighted button as quickly as possible) and explicitly (discovering the sequence via trial-and-error). Children learned implicitly and explicitly, evidenced by decreased movement duration of the sequence over time. In the explicit condition, children also reduced the number of errors over time. Controls made more errors than VPT children without motor problems. Visual WM had positive effects on both explicit and implicit performance. VPT birth and low motor proficiency did not negatively affect implicit or explicit learning. Visual WM was positively related to both implicit and explicit performance, but did not influence learning curves. These findings question the theoretical difference between implicit and explicit learning and the proposed role of visual WM therein. Copyright © 2016 Elsevier Ltd. All rights reserved.

Comparison of three problem-based learning conditions (real patients, digital and paper) with lecture-based learning in a dermatology course: a prospective randomized study from China.

PubMed

Li, Jie; Li, Qing Ling; Li, Ji; Chen, Ming Liang; Xie, Hong Fu; Li, Ya Ping; Chen, Xiang

2013-01-01

The precise effect and the quality of different cases used in dermatology problem-based learning (PBL) curricula are yet unclear. To prospectively compare the impact of real patients, digital, paper PBL (PPBL) and traditional lecture-based learning (LBL) on academic results and student perceptions. A total of 120 students were randomly allocated into either real-patients PBL (RPBL) group studied via real-patient cases, digital PBL (DPBL) group studied via digital-form cases, PPBL group studied via paper-form cases, or conventional group who received didactic lectures. Academic results were assessed through review of written examination, objective structured clinical examination and student performance scores. A five-point Likert scale questionnaire was used to evaluate student perceptions. Compared to those receiving lectures only, all PBL participants had better results for written examination, clinical examination and overall performance. Students in RPBL group exhibited better overall performance than those in the other two PBL groups. Real-patient cases were more effective in helping develop students' self-directed learning skills, improving their confidence in future patient encounters and encouraging them to learn more about the discussed condition, compared to digital and paper cases. Both real patient and digital triggers are helpful in improving students' clinical problem-handling skills. However, real patients provide greater benefits to students.

The Effect of Web-Based Collaborative Learning Methods to the Accounting Courses in Technical Education

ERIC Educational Resources Information Center

Cheng, K. W. Kevin

2009-01-01

This study mainly explored the effect of applying web-based collaborative learning instruction to the accounting curriculum on student's problem-solving attitudes in Technical Education. The research findings and proposed suggestions would serve as a reference for the development of accounting-related curricula and teaching strategies. To achieve…

The Effect of Interactive Computerized Simulation on Approach to Learning in Undergraduate Nursing Students

ERIC Educational Resources Information Center

Mitchell, Claudia

2010-01-01

Competency standards require baccalaureate nursing graduates to demonstrate knowledge, understanding, and the ability to solve complex problems. In an effort to achieve these program outcomes, educators seek empirical evidence related to the learning process and the effect of innovative teaching strategies, such as simulation, on the learner.…

Judgments of Physics Problem Difficulty among Experts and Novices

ERIC Educational Resources Information Center

Fakcharoenphol, Witat; Morphew, Jason W.; Mestre, José P.

2015-01-01

Students' ability to effectively study for an exam, or to manage their time during an exam, is related to their metacognitive capacity. Prior research has demonstrated the effective use of metacognitive strategies during learning and retrieval is related to content expertise. Students also make judgments of their own learning and of problem…

The Use of Instructional Design in Educational Technology for Effective Teaching and Learning

ERIC Educational Resources Information Center

Gillani, Syeda Nosheen; Gujjar, Aijaz Ahmed; Choudhry, Bushra Naoreen

2008-01-01

Educationists are of the opinion that the educational problems relating to quantity and quality could be tackled by the proper utilization of instructional technology. Instructional technology is a systematic way of designing, carrying out and evaluating the teaching learning process. Instructional technology makes instruction more effective,…

Learner-Interface Interactions with Mobile-Assisted Learning in Mathematics: Effects on and Relationship with Mathematics Performance

ERIC Educational Resources Information Center

Bringula, Rex P.; Alvarez, John Nikko; Evangelista, Maron Angelo; So, Richard B.

2017-01-01

This study attempted to determine the effects on mathematics performance of learner-interface interaction with mobile-assisted learning in mathematics. It also determined the relationship between these interactions and students' mathematics performance. It revealed that students solved more complex problems as they went through the intervention…

The Effects of Fantasy Context on Children's Learning and Motivation.

ERIC Educational Resources Information Center

Parker, Louise E.; Lepper, Mark R.

Examined were the effects on children's learning and motivation of the embedding of instructional materials in various fantasy contexts. Students in the third grade worked with graphics commands from the LOGO programming language under one of three conditions. In a control condition, students were given a series of abstract problems characteristic…

Effects of a Culturally Adapted Social-Emotional Learning Intervention Program on Students' Mental Health

ERIC Educational Resources Information Center

Cramer, Kristine M.; Castro-Olivo, Sara

2016-01-01

Student self-reports of resiliency and social-emotional internalizing problems were examined to determine intervention effects of a culturally adapted social and emotional learning (SEL) program. Data were analyzed from 20 culturally and linguistically diverse high school students who participated in a school-based 12-lesson SEL intervention and…

Blended learning approach improves teaching in a problem-based learning environment in orthopedics - a pilot study.

PubMed

Back, David A; Haberstroh, Nicole; Antolic, Andrea; Sostmann, Kai; Schmidmaier, Gerhard; Hoff, Eike

2014-01-27

While e-learning is enjoying increasing popularity as adjunct in modern teaching, studies on this topic should shift from mere evaluation of students' satisfaction towards assessing its benefits on enhancement of knowledge and skills. This pilot study aimed to detect the teaching effects of a blended learning program on students of orthopedics and traumatology in the context of a problem-based learning environment. The project NESTOR (network for students in traumatology and orthopedics) was offered to students in a problem-based learning course. Participants completed written tests before and directly after the course, followed by a final written test and an objective structured clinical examination (OSCE) as well as an evaluation questionnaire at the end of the semester. Results were compared within the group of NESTOR users and non-users and between these two groups. Participants (n = 53) rated their experiences very positively. An enhancement in knowledge was found directly after the course and at the final written test for both groups (p < 0.001). NESTOR users scored higher than non-users in the post-tests, while the OSCE revealed no differences between the groups. This pilot study showed a positive effect of the blended learning approach on knowledge enhancement and satisfaction of participating students. However, it will be an aim for the future to further explore the chances of this approach and internet-based technologies for possibilities to improve also practical examination skills.

Blended learning approach improves teaching in a problem-based learning environment in orthopedics - a pilot study

PubMed Central

2014-01-01

Background While e-learning is enjoying increasing popularity as adjunct in modern teaching, studies on this topic should shift from mere evaluation of students’ satisfaction towards assessing its benefits on enhancement of knowledge and skills. This pilot study aimed to detect the teaching effects of a blended learning program on students of orthopedics and traumatology in the context of a problem-based learning environment. Methods The project NESTOR (network for students in traumatology and orthopedics) was offered to students in a problem-based learning course. Participants completed written tests before and directly after the course, followed by a final written test and an objective structured clinical examination (OSCE) as well as an evaluation questionnaire at the end of the semester. Results were compared within the group of NESTOR users and non-users and between these two groups. Results Participants (n = 53) rated their experiences very positively. An enhancement in knowledge was found directly after the course and at the final written test for both groups (p < 0.001). NESTOR users scored higher than non-users in the post-tests, while the OSCE revealed no differences between the groups. Conclusions This pilot study showed a positive effect of the blended learning approach on knowledge enhancement and satisfaction of participating students. However, it will be an aim for the future to further explore the chances of this approach and internet-based technologies for possibilities to improve also practical examination skills. PMID:24690365

Usability and User Satisfaction of Multimedia Instructional Message (MIM) for Packet Tracer Simulation

ERIC Educational Resources Information Center

Elias, Mohd Syahrizad; Mohamad Ali, Ahmad Zamzuri

2016-01-01

Simulation-aided learning has capability in improving student's learning performance. However, the positive effect of simulation-aided learning still being discussed, which at times has not played the purported role expected. To address these problems, Multimedia Instructional Message (MIM) appeared to be an essential supporting tool in ensuring…

Transfer of Learning: The Effects of Different Instruction Methods on Software Application Learning

ERIC Educational Resources Information Center

Larson, Mark E.

2010-01-01

Human Resource Departments (HRD), especially instructors, are challenged to keep pace with rapidly changing computer software applications and technology. The problem under investigation revealed after instruction of a software application if a particular method of instruction was a predictor of transfer of learning, when other risk factors were…

Developing the Mathematics Learning Management Model for Improving Creative Thinking in Thailand

ERIC Educational Resources Information Center

Sriwongchai, Arunee; Jantharajit, Nirat; Chookhampaeng, Sumalee

2015-01-01

The study purposes were: 1) To study current states and problems of relevant secondary students in developing mathematics learning management model for improving creative thinking, 2) To evaluate the effectiveness of model about: a) efficiency of learning process, b) comparisons of pretest and posttest on creative thinking and achievement of…

The Effects of Viewpoint Diversity and Racial Diversity on Need for Cognition

ERIC Educational Resources Information Center

Goodman, Kathleen M.

2017-01-01

Need for cognition is the enjoyment of and motivation to think, solve problems, and actively use one's mind, characteristics that are vital to learning. Diversity has been associated with many learning outcomes, yet critics of diversity claim that viewpoint diversity--not racial diversity--is sufficient for learning; therefore, I explored the…

Toward Effective Group Formation in Computer-Supported Collaborative Learning

ERIC Educational Resources Information Center

Sadeghi, Hamid; Kardan, Ahmad A.

2016-01-01

Group formation task as a starting point for computer-supported collaborative learning plays a key role in achieving pedagogical goals. Various approaches have been reported in the literature to address this problem, but none have offered an optimal solution. In this research, an online learning environment was modeled as a weighted undirected…

IDR: A Participatory Methodology for Interdisciplinary Design in Technology Enhanced Learning

ERIC Educational Resources Information Center

Winters, Niall; Mor, Yishay

2008-01-01

One of the important themes that emerged from the CAL'07 conference was the failure of technology to bring about the expected disruptive effect to learning and teaching. We identify one of the causes as an inherent weakness in prevalent development methodologies. While the problem of designing technology for learning is irreducibly…

A Contextualized System for Supporting Active Learning

ERIC Educational Resources Information Center

Gomez, Jorge E.; Huete, Juan F.; Hernandez, Velssy L.

2016-01-01

The dynamics of the world today demands a change in traditional education paradigms to enable the creation of more efficient learning environments, where students will learn more effectively and will play a more active role in their education. They should interact with the knowledge at anytime-anywhere. In order to tackle this problem we should…

Immersive Learning Technologies: Realism and Online Authentic Learning

ERIC Educational Resources Information Center

Herrington, Jan; Reeves, Thomas C.; Oliver, Ron

2007-01-01

The development of immersive learning technologies in the form of virtual reality and advanced computer applications has meant that realistic creations of simulated environments are now possible. Such simulations have been used to great effect in training in the military, air force, and in medical training. But how realistic do problems need to be…

Gaming Personality and Game Dynamics in Online Discussion Instructions

ERIC Educational Resources Information Center

Tu, Chih-Hsiung; Yen, Cherng-Jyh; Sujo-Montes, Laura; Roberts, Gayle A.

2015-01-01

Gamification is the use of game mechanics to drive game-like engagements and actions. It applies game mechanics, dynamics and frameworks to promote desired learning behaviours. Positive and effective gamification could enhance learning and engage learners in more social and context-rich decision-making for problem-solving in learning tasks.…

A Cognitive Component Analysis Approach for Developing Game-Based Spatial Learning Tools

ERIC Educational Resources Information Center

Hung, Pi-Hsia; Hwang, Gwo-Jen; Lee, Yueh-Hsun; Su, I-Hsiang

2012-01-01

Spatial ability has been recognized as one of the most important factors affecting the mathematical performance of students. Previous studies on spatial learning have mainly focused on developing strategies to shorten the problem-solving time of learners for very specific learning tasks. Such an approach usually has limited effects on improving…

The Effect of Cooperative Learning: University Example

ERIC Educational Resources Information Center

Tombak, Busra; Altun, Sertel

2016-01-01

Problem Statement: Motivation is a significant component of success in education, and it is best achieved by constructivist learning methods, especially cooperative Learning (CL). CL is a popular method among primary and secondary schools, but it is rarely used in higher education due to the large numbers of students and time restrictions. The…

Rethinking the lecture: the application of problem based learning methods to atypical contexts.

PubMed

Rogal, Sonya M M; Snider, Paul D

2008-05-01

Problem based learning is a teaching and learning strategy that uses a problematic stimulus as a means of motivating and directing students to develop and acquire knowledge. Problem based learning is a strategy that is typically used with small groups attending a series of sessions. This article describes the principles of problem based learning and its application in atypical contexts; large groups attending discrete, stand-alone sessions. The principles of problem based learning are based on Socratic teaching, constructivism and group facilitation. To demonstrate the application of problem based learning in an atypical setting, this article focuses on the graduate nurse intake from a teaching hospital. The groups are relatively large and meet for single day sessions. The modified applications of problem based learning to meet the needs of atypical groups are described. This article contains a step by step guide of constructing a problem based learning package for large, single session groups. Nurse educators facing similar groups will find they can modify problem based learning to suit their teaching context.

Learning Geometry Problem Solving by Studying Worked Examples: Effects of Learner Guidance and Expertise

ERIC Educational Resources Information Center

Bokosmaty, Sahar; Sweller, John; Kalyuga, Slava

2015-01-01

Research has demonstrated that instruction that relies heavily on studying worked examples is more effective for less experienced learners compared to instruction emphasizing problem solving. However, the guidance associated with studying some worked examples may reduce the performance of more experienced learners. This study investigated…

Effects of Modified Schema-Based Instruction on Real-World Algebra Problem Solving of Students with Autism Spectrum Disorder and Moderate Intellectual Disability

ERIC Educational Resources Information Center

Root, Jenny Rose

2016-01-01

The current study evaluated the effects of modified schema-based instruction (SBI) on the algebra problem solving skills of three middle school students with autism spectrum disorder and moderate intellectual disability (ASD/ID). Participants learned to solve two types of group word problems: missing-whole and missing-part. The themes of the word…