Case study of a problem-based learning course of physics in a telecommunications engineering degree

Active learning methods can be appropriate in engineering, as their methodology promotes meta-cognition, independent learning and problem-solving skills. Problem-based learning is the educational process by which problem-solving activities and instructor's guidance facilitate learning. Its key characteristic involves posing a ‘concrete problem’ to initiate the learning process, generally implemented by small groups of students. Many universities have developed and used active methodologies successfully in the teaching–learning process. During the past few years, the University of the Basque Country has promoted the use of active methodologies through several teacher training programmes. In this paper, we describe and analyse the results of the educational experience using the problem-based learning (PBL) method in a physics course for undergraduates enrolled in the technical telecommunications engineering degree programme. From an instructors’ perspective, PBL strengths include better student attitude in class and increased instructor–student and student–student interactions. The students emphasised developing teamwork and communication skills in a good learning atmosphere as positive aspects.     

Is the restructured initial professional training in educational psychology fit for purpose?

Following changes to educational psychology training, the research aimed to examine whether the new training is considered “fit for purpose”, using a mixed-methods design. Quantitative and qualitative data were collected via semi-structured online questionnaires completed by recently qualified educational psychologists (RQEPs) who completed training programmes in 2009 and 2010, and principal educational psychologists (PEPs). 64 RQEPs and 15 PEPs responded to the online questionnaires distributed through the Educational Psychology Network (EPNET) and the National Association of Principal Educational Psychologists (NAPEP) forums, as well as via all initial professional training providers in the UK (excluding Scotland). Frequency counts were calculated for quantitative data. Thematic analysis was employed to analyse the qualitative data. Findings suggest that RQEPs gain skills and competencies that are used and valued by services, specifically, professional and interpersonal competencies to face demanding roles. Gaps were identified in relation to providing RQEPs with therapeutic competencies that they and PEPs would value. Discrepancies between the training provided and the realistic educational psychologist (EP) role were highlighted, in addition to the impact these seem to have on RQEPs. Facilitators and barriers to implementation of training were identified. The restructured initial professional training appears to have provided RQEPs with relevant training that is used and valued by services. It seems that some level of “mismatch” in training and job requirements will remain until a consistent educational psychology identity can be formed, either through the profession itself or due to enforced Government changes to the role. Recommendations for RQEPs, Educational Psychology Services, including PEPs, and future programme providers are presented.     

An intelligent mobile location-aware book recommendation system that enhances problem-based learning in libraries

Despite rapid and continued adoption of mobile devices, few learning modes integrate with mobile technologies and libraries' environments as innovative learning modes that emphasize the key roles of libraries in facilitating learning. In addition, some education experts have claimed that transmitting knowledge to learners is not the only educational goal, as cultivating problem-solving skills is also essential. By integrating the problem-based learning (PBL) model with book resources in libraries, one can identify the advantages of libraries in supporting e-Learning, resulting in innovative and valuable research. Therefore, this study presents a novel intelligent mobile location-aware book recommendation system (IMLBRS) with map-based guidance to support cooperative PBL in a real-library environment. Using map navigation and book recommendation functionalities, learners can search for books associated with problem-solving with increased ease and efficiency, thereby helping learners increase their PBL performance in a library environment. Experimental results reveal that learning performance during PBL supported by the proposed IMLBRS for book searches is superior to learning performance during PBL supported by the online public access catalogue (OPAC). Experimental results also show that the proposed system facilitates better learning performance for learners with a field-dependent learning style than for learners with a field-independent learning style. Moreover, the proposed system facilitates learner contemplation, cooperative learning, and library user education as learners interact with a real-library environment and peers during cooperative PBL.     

中小企业管理和创新领域远程学习材料的设计与开发

本文主要阐述了当代远程学习的变化特征,其中包括学习的情境化、学习共同体与实践者共同体的结合、混合培训的运用等;同时,本文还对传统远程学习和现代在线学习环境下的课程设计和开发的各种模式进行了介绍.本案例中,学习资源的设计主要分为三个模块,即存在的技能、持续性的更新,以及全球化技能的发展.结合中小企业本身特点以及上述所提及的方面,为我们发展和清晰地表达一个中小企业持续性专业发展的框架奠定了基础.通过这个框架,在线学习共同体与离线的实践者共同体相结合,可以促进在某一特定文化背景下人们专业认同度和实践水平的提高.     

Developing a competency framework for the initial training of educational psychologists working with young people aged 16–25

The Children and Families Act (2014) extends statutory protections for young people with special educational needs and disabilities until age 25. Consequently the core curriculum for trainee educational psychologists (TEPs) needs to be developed beyond the current focus of work with early years and school-age children. In order to define requisite professional competencies for working with young people aged 16–25 with learning difficulties and disabilities, and mental health needs, the Delphi Technique was employed to obtain consensus amongst an expert reference group. Two rounds of an online questionnaire and a face-to-face meeting with educational psychologists (EPs) reporting expertise in working with post-16 learners enabled the identification of areas to be added to, or extended within, existing training curricula. A competency framework for EPs working with young people aged 16–25 is proposed and implications for both TEPs and practitioner EPs explored.     

School Teachers' Continuous Professional Development in an Online Learning Community: lessons from a case study of an eTwinning Learning Event

A social revolution is occurring in the way information is shared, knowledge is generated and innovation takes place over the Internet and there is renewed interest in the social concept of ‘community’ to support online learning. This article describes action research conducted in the context of an eTwinning Learning Event (LE) that provides useful insights into how an online learning community can support the continuous professional development (CPD) of school teachers. Using the Community of Inquiry framework (Garrison et al., 2000), it offers empirical evidence of how cognitive, social and teaching aspects impact competence development. It suggests that online learning communities offer an appropriate environment for teachers' intellectual and emotional reflection, characterised by trust, mutual respect and shared values centred on improving pupils' learning. It also suggests that the educational experience within such a community is significantly influenced by the tutor's design and moderation of activities aimed at fostering critical thinking. The article concludes that online learning communities offer a valuable alternative to traditional teacher training by supporting teachers to learn in the context of their everyday practice, whilst collaborating and reflecting on their experience with peers across regions and countries. Concerning the wider use of social networking for learning, it suggests that educators still have a valuable role to play in ensuring that collaboration leads to an effective educational experience.     

Students’ approaches to learning in problem-based learning: Taking into account professional behavior in the tutorial groups,self-study time,and different assessment aspects

Problem-based learning (PBL) represents a major development in higher educational practice and is believed to promote deep learning in students. However, empirical findings on the promotion of deep learning in PBL remain unclear. The aim of the present study is to investigate the relationships between students’ approaches to learning (SAL) and academic achievement in a PBL environment, taking into account the role of self-study time and students’ professional behavior in the PBL tutorial groups. In addition, different knowledge categories that determine achievement (i.e., understanding of concepts, understanding of the principles that link concepts, and the linking of concepts and principles to conditions and procedures for application) were taken into account. A hypothesized structural equation model including these variables was tested. Results showed that the PBL students in this study reported more use of a surface compared to a deep approach to learning. The hypothesized model demonstrated an excellent fit of the model with the data. The relationship between SAL and academic achievement was mediated by self-study time and professional behavior. These findings imply that self-study time and professional behavior are crucial variables to take into account when studying SAL.     

远程教育学的基本概念与研究对象之我见

千纪之交,在教育文献和大众传媒中出现频率很高的一个词汇是“远程教育”,这与同期以计算机多媒体和互联网为标志的电子信息通信技术的迅猛发展有关。我国远程教育事业发展很快,远程教育从业人员队伍不断壮大,实践发展呼吁远程教育理论指导和专业培训。对远程教育的基本概念和研究对象作出清晰合理的界定是开展指导和培训的基础。远程教育是一种教育方式与形式还是手段与方法?学校校园中对校内学生的网络教学以及西部中小学通过卫星接收站接收和应用东部优质教育资源是否为远程教育与远程教学?网络学习、在线学习、数字化学习和E—learning是否就是远程学习?该文综述了作者多年来对这一论题的研究成果。     

Developing online problem‐based resources for the professional development of teachers of children with visual impairment

This article presents a summary of the results from phase 1 of a two‐phase research project. Drawing on the principles of problem‐based learning (PBL), the aims of phase 1 were to design, develop and evaluate a set of flexible online teaching resources for use within a virtual learning environment. Participants in the project (n = 10) were volunteers from students registered on a two‐year distance education programme of study for specialist teachers of children with visual impairment. Two case scenarios were developed for the project, each of which was based around a fictitious support service for teachers of children with visual impairment. Following a campus‐based study day, the participants were assigned to one of two ‘PBL Activity Groups’ and completed a series of tasks within each case scenario. Participation in the project was supported by members of the Project Team over a period of one semester, following which participants were asked to provide feedback through an online questionnaire. A summary of the feedback is presented, and key findings discussed. The results suggest that, with appropriate resources, adequate preparatory training and effective tutor support, online PBL can be an effective method for supplementing the continuing professional development of specialist teachers studying through distance education.     

Signs of Erosion: Reflections on Three Decades of Problem-based Learning at Maastricht University

Nowadays many schools in higher education implement problem-based learning to foster active learning processes by students. In some schools with a number of years of experience with this approach, phenomena can be observed which indicate signs of wear. The implementation of a large-scale innovation such as problem-based learning (PBL) seems to provoke different activities and attitudes in those actors who are most involved. Students and staff members seem to behave in a way which could be counterproductive to the development of self-directed learning. In the first part of this paper, we briefly describe the cognitive psychological background of PBL. In the second part various adjustments observed in problem-based curricula and their effects on students’ learning are analyzed. Arguments are presented about adverse effects on the implementation of this educational innovation. Special attention is given to teachers’ concerns. In the third part suggestions are made about ways to revitalize PBL processes as well as suggestions about effecting educational innovations on a more solid basis     

Elementos clave para un modelo de aprendizaje basado en proyectos colaborativos online (ABPCL) en la Educación Superior

ABSTRACT

Collaborative learning is a key approach to the development of teaching and learing activities. Project-based learning (PBL) is an approach that encourages the acquisition of skills by the students promoting collaboration among them, since it requires them to solve activities for the development of a specific product. There are various experiences of using this methodology, most of them applied in primary and secondary education, and the few that refer to higher education are carried out in classroom settings. This work presents a case study based on a specific course designed for the acquisition of the digital competence that combines collaborative online learning with PBL and the results obtained from its implementation are explained. The collected data show the success of its application and validates the design presented, highlighting the key elements for fostering collaboration among students.     

From LSA to teacher: the value of classroom experience in shaping a ‘teacher’ identity

Routes into teacher training have expanded in recent years, accompanied by a growing interest in schools ‘growing their own’ teachers from amongst support staff. However, little attention has been paid to their transition to the role of teacher. This article investigates influences on identity development and the extent to which personal values are reconciled with professional demands and socially constructed facets of educational practice. Participants were nine staff in one secondary school for pupils with moderate learning difficulties who had undertaken the transition from LSA (learning support assistant) to teacher. Qualitative data were obtained through an online survey and focus group discussion. Findings show that extensive opportunities to experiment with provisional and possible selves, immersion in educational discourse, classroom agency and staff collaboration engender a ‘teacher’ self-concept and positive motivations for LSA career development, and that self-esteem and self-efficacy are strengthened by how an individual’s values align with those of the setting in which they work. Findings may inform school leaders as to the value of training teachers ‘in-house’ and support career development decisions of LSAs, a pathway of potential significance given the current pressures on teacher recruitment and retention.     

Time and Performance in Online Learning: Applying the Theoretical Perspective of Metacognition

Educational psychologists have found that metacognitive calibration predicts learning outcomes in self‐regulated learning. In this research the authors apply theories of metacognition from educational psychology and postulate that metacognitive calibration influences learning time and performance in online learning. Data gathered from 230 college students who completed online self‐regulated assignments in an introductory information systems course confirms that higher calibration accuracy leads to better performance on assignments, which contributes to higher exam grades. In addition, higher calibration accuracy also reduces the amount of time students spent on the online assignments. However, time spent on the assignments is not a mediator of the effect of calibration on learning performance. This research presents pioneering work in examining a holistic model that assesses the impact of metacognition in online learning on both assignment and exam level learning outcomes using field data collected through a natural learning setting. The findings highlight the need to include metacognitive calibration as one of the learner characteristics in research models addressing student performance in online learning.     

Designing and implementing a PBL course on educational digital video production: lessons learned from a design-based research

This paper reports on a design-based research (DBR) process for designing, implementing, and refining a problem-based learning (PBL) course on educational digital video (DV) use and production at the University of Lapland’s Faculty of Education. The study focuses on the students’ learning processes and outcomes from the viewpoint of meaningful learning. The research subjects included two pilot students and ten students enrolled in the course. To promote the reliability of the findings, data of various kinds and from multiple sources were used, including video recordings of the PBL tutorial sessions. The results suggest that PBL offers a good model to support students’ knowledge and skills in producing and using educational DV. In addition, the results suggest that DV production can be used as a method to learn about the subject matter of the DVs.     

University teachers’ learning paths during technological innovation in education

Curriculum development initiatives, especially those involving educational technologies, provide a rich learning space for university teachers. In-depth interviews with teaching staff (n = 11) were qualitatively analysed to gain insight into the variety of individual learning paths and to identify potential relationships between learning paths, motivation, and conceptions of teaching and learning through educational technology. Three distinct learning paths relating to teachers’ learning preferences and activities were identified: learning by performing daily teaching activities; deliberately experimenting with new teaching approaches; and reflecting on teaching experiences. The relationships between learning paths and relevant factors are described and implications for professional development practices are discussed.     

Factors influencing the pursuit of personal learning goals in MOOCs

MOOCs are promising opportunities for lifelong learning, but as promising as these learning opportunities seem, many learners do not succeed in pursuing their personal learning goals. Barriers to learning are the main reason for not finishing the intended (parts of the) MOOCs. This study addressed the question whether the factors age, gender, educational level, and online learning experience affect barriers faced while learning in MOOCs. The results show that it is challenging to combine work and family life with lifelong (online) learning activities, especially for learners in their early adulthood and mid-life. However, more experience with online learning positively affects individuals’ ability to cope with these challenges. Also, learners with a lower educational level may experience a lack of knowledge or difficulties with the course content. These findings may serve as input to inform potentially vulnerable learners about these issues and support them in successfully achieving their personal learning goals.     

Early Research in Educational Psychology

Twenty-one schools active in training educational psychologists early in the century have been identified. Three major journals publishing educational psychology research between 1910 and 1925 were studied to determine the nature and extent of research performed in the institutions. Productivity ranged from high to low, with about one third of studies devoted to intelligence and its measurement, and one third devoted to other aspects of measurement. Educational psychologists professed to be concerned primarily with learning, but only about 10% of their research focused on learning. Examination of textbooks of the period revealed that authors' sources of evidence primarily came from traditional education (mostly methods) books, secondarily from traditional general psychology books, and very little from educational psychology research. However described, early educational psychologists were primarily psychometrists, depending on traditional education and psychology for the data they espoused.     

Ensuring quality in EPs’ use of dynamic assessment: a Delphi study

Dynamic Assessment (DA) is an interactive form of cognitive assessment used by some educational psychologists (EPs) to assess the learning potential of children and young people, through a focus on cognitive and affective aspects of learning. In terms of UK EP practice, this approach has the potential to complement the focus on ‘person-centred planning’ set out in the Special Educational Needs and Disability Code of Practice. However, there is little guidance or consensus on what constitutes good DA practice. This research employed a Delphi methodology to identify competencies required to carry out quality DA. A panel of five international experts in DA and 17 EPs, using DA in practice, participated in three rounds of a Delphi study that identified 13 knowledge and 12 skills competencies considered essential for quality DA practice. The resulting framework could inform training and professional development programmes for EPs wishing to develop their skills and competence in practice.     

Investigating the link between self directed learning readiness and project-based learning outcomes: the case of international Masters students in an engineering management course

Modern learning approaches increasingly have fewer structured learning activities and more self-directed learning tasks guided through consultation with academics. Such tasks are predominately project-/problem-based where the student is required to follow a freely guided road map to self discovery while simultaneously achieving desired learning outcomes for a particular course. However, many international students struggle to adjust to an Australian higher learning environment where they are being increasingly encouraged to undertake self directed learning (SDL). Thus, this paper proposes the concept that international students who have higher readiness for SDL gain greater learning outcomes from project-based learning (PBL) approaches. To achieve this objective, a questionnaire survey of 26 students (65% of class) completing an engineering management course was conducted. Linear regression analysis provided evidence that SDL readiness was a key enabler for achieving learning outcomes from PBL. In particular, having high self-management skills was shown to be the most significant and reliable predictor for achieving learning outcomes from PBL. Through understanding students SDL readiness at the commencement of their engineering programmes, academics can better tailor PBL support mechanisms to achieve desired learning outcomes.