What Makes a Student Group Successful? Student-Student and Student-Teacher Interaction in a Problem-Based Learning Environment

This study investigated student-student and teacher-student interaction in a problem-based course and looked at study success in relation to group dynamics and approaches to studying. Data for this study were provided by 31 law students who were enrolled in a course in legal history at the University of Helsinki in February 2001. The students were divided into three small groups that were tutored by one teacher. Both the students and the teacher were interviewed. The interaction between the students and their teacher, and the group dynamics of each subgroup, were observed during the tutor sessions. The results showed that the student groups were very different from each other in terms of study success, group dynamics and communication between the group members. One group achieved significantly higher grades than the other two groups. There was only one clear difference between the three groups. The interviews and observations showed that the students in the best group participated more evenly and actively in the discussions than students in the other two groups.     

Problem-Based Learning: What and How Do Students Learn?

Problem-based approaches to learning have a long history of advocating experience-based education. Psychological research and theory suggests that by having students learn through the experience of solving problems, they can learn both content and thinking strategies. Problem-based learning (PBL) is an instructional method in which students learn through facilitated problem solving. In PBL, student learning centers on a complex problem that does not have a single correct answer. Students work in collaborative groups to identify what they need to learn in order to solve a problem. They engage in self-directed learning (SDL) and then apply their new knowledge to the problem and reflect on what they learned and the effectiveness of the strategies employed. The teacher acts to facilitate the learning process rather than to provide knowledge. The goals of PBL include helping students develop 1) flexible knowledge, 2) effective problem-solving skills, 3) SDL skills, 4) effective collaboration skills, and 5) intrinsic motivation. This article discusses the nature of learning in PBL and examines the empirical evidence supporting it. There is considerable research on the first 3 goals of PBL but little on the last 2. Moreover, minimal research has been conducted outside medical and gifted education. Understanding how these goals are achieved with less skilled learners is an important part of a research agenda for PBL. The evidence suggests that PBL is an instructional approach that offers the potential to help students develop flexible understanding and lifelong learning skills.     

Interaction and Collaboration Using an Intelligent Collaborative Learning Environment

The goal of this research is to design and prototype an intelligent collaborative learning environment. Within this environment, we study synchronous interaction among group members (students) working on a problem/project. Students use an Intelligent Collaborative Support System (ICSS) and a shared activity space: the Tulka Whiteboard. Two main interaction spaces have been implemented: a planning-communication space and a production space. Dialogue and negotiation are supported through the ICSS permitting exchange and evaluation of free-text communication messages that are initiated by students choosing sentence openers from a menu. Using the whiteboard, a virtual room is dedicated to a group of students who share documents, annotations on documents, drawing tools, and text tools. Each group is provided a dynamic assessment of their collaborative skills based on a communication skills model.     

基于问题的学习在中小的应用

基于问题学习模式集中了建构主义学习和数学理念，在中学加以应用时，教育者要注意：（1）其学习目标重在促使学习建构灵活的知识基础，发展高层次思维能力，成为自主（或自我调节）的学习者与有效的合作者；（2）所采用的问题要与系统的学科知识相平衡；（3）其学习评价要内容多元化，形式多样化，以便有效地考察学生的收获和进步；（4）教师的指导作用要适时，适量，并随学生的进步而逐渐消退。     

Problem-Based Learning for Production and Operations Management

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 observations on its appropriateness to the teaching of production/operations management.     

Problem-Based Learning as an Effective Strategy for Science Teacher Professional Development

Abstract

The Problem-Based Learning (PBL) Project for Teachers included three days of professional development using PBL to deepen teachers’ content knowledge. Teachers identified the content area in which they wished to work from a list of choices. They worked in facilitated groups of from five to nine participants to solve rich, ill-structured problems. Content knowledge was assessed based on teachers’ written responses to at least one general question and one application question in which they explained some everyday phenomena. Teachers responded to these questions two months before and at the end of the professional development; 80.5 percent of the 41 middle and high school teachers who participated showed improved content knowledge. We also examined the patterns in teachers’ incoming content knowledge and changes in content knowledge. The data indicate that the PBL approach used here was effective in improving the content knowledge of teachers independent of demographic factors and type and degree of incoming content knowledge.     

Mission to Planet Markle: Problem-Based Learning for Teaching Elementary Students Difficult Content and Practices

Research in Science Education - Young children can struggle to learn difficult disciplinary content and important skills for practicing science. Problem-based learning (PBL) may be useful for...     

PBL教学在培养口腔医学专科生全科思维中的应用

随着社会经济的发展,人民生活质量明显提高,对医疗服务质量有了更高的要求,特别是对口腔医学。由于口腔疾病发病率高,波及范围广,为满足社会对口腔医生日益增加的需求量,医学院校口腔专业招生规模不断扩大,由此涌现出一大批口腔专科毕业生。鉴于此,文章简要介绍了PBL教学在口腔医学专科生临床教育中的应用,重点强调口腔全科思维的培养。     

Recommendations for Designing and Implementing Distributed Problem-Based Learning

Abstract

As distributed problem-based learning (dPBL) emerges as an interactive online methodology, it is necessary for instructional designers who want to develop this approach to understand the practices experienced designers of dPBL recommend. This phenomenological study examined the practices that designers of dPBL use and recommend. Ten experienced dPBL designers from seven countries participated in the qualitative study. Data were collected through semistructured telephone interviews in order to gather information about each individual's experiences using instructional design and designing dPBL. A listing of ten recommendations for designing dPBL is presented based on the information provided by the experienced designers.     

Self-Directed Learning in Problem-Based Learning and its Relationships with Self-Regulated Learning

This study investigated the role of self-directed learning (SDL) in problem-based learning (PBL) and examined how SDL relates to self-regulated learning (SRL). First, it is explained how SDL is implemented in PBL environments. Similarities between SDL and SRL are highlighted. However, both concepts differ on important aspects. SDL includes an additional premise of giving students a broader role in the selection and evaluation of learning materials. SDL can encompass SRL, but the opposite does not hold. Further, a review of empirical studies on SDL and SRL in PBL was conducted. Results suggested that SDL and SRL are developmental processes, that the “self” aspect is crucial, and that PBL can foster SDL. It is concluded that conceptual clarity of what SDL entails and guidance for both teachers and students can help PBL to bring forth self-directed learners.     

Concept Development and Meaningful Learning Among Electrical Engineering Students Engaged in a Problem-Based Laboratory Experience

This phenomenographic study documented changes in student-held electrical concepts the development of meaningful learning among students with both low and high prior knowledge within a problem-based learning (PBL) undergraduate electrical engineering course. This paper reports on four subjects: two with high prior knowledge and two with low prior knowledge. Subjects were interviewed at the beginning and end of the course to document their understanding of basic electrical concepts. During the term, they were videotaped while solving problems in lab. Concept maps were generated to represent how subjects verbally connected concepts during problem-solving. Significant to PBL research, each subject’s body of meaningful learning changed with each new problem, according to how the subject idiosyncratically interpreted the activity. Prior knowledge among the four subjects was a predictor of final knowledge, but not of problem-solving success. Differences in success seemed related more to mathematical ability and habits of mind. The study concluded that, depending on context, meaningful learning and habits of mind may contribute significantly to problem-solving success. The article presents a testable model of learning in PBL for further research.     

Approaches to Studying and Perceptions of the Academic Environment in Students Following Problem-Based and Subject-Based Curricula

To investigate the effects of different kinds of curriculum, the Course Experience Questionnaire (CEQ) and a short form of the Approaches to Studying Inventory (ASI) were administered to 225 2nd-year students at six different schools of occupational therapy. Their curricula were classified as problem-based, subject-based or hybrid. Their scores on the scales of the CEQ and ASI were closely related, insofar as they shared more than half of their respective variance. Problem-based curricula were associated with higher scores on the scales of the CEQ concerned with appropriate assessment and emphasis on independence. With the ASI, problem-based curricula were associated with lower scores on all of the scales concerned with a reproducing orientation, and with higher scores on the scale concerned with a deep approach. These findings suggest that the implementation of a problem-based curriculum has desirable effects on the quality of learning, and these are at least in part mediated by students' perceptions of their academic environment.     

学生模型与学习活动的设计

以学习活动为中心以及增加教学方案的可选择性是现代教学设计理论的基本理念.增加教学方案的可选择性可以通过教学目标分层分级、提供学习内容的多种媒体表征、提供多种学习内容的组织形式、为同一个或一组目标提供多种学习任务、在同一个活动内部提供多种活动形式等方法达到.此外,在向教学方案中增加可选择性时,必须参照学生模型.学生模型是一种用来描述学习者个体差异的结构.设计者必须明确所增加的可选择性是针对哪个学习者个体特征的.     

Problem-Based Learning for Foundation Computer Science Courses

The foundation courses in computer science pose particular challenges for teacher and learner alike. This paper describes some of these challenges and how we have designed problem-based learning (PBL) courses to address them. We discuss the particular problems we were keen to overcome: the purely technical focus of many courses; the problems of individual learning and the need to establish foundations in a range of areas which are important for computer science graduates. We then outline our course design, showing how we have created problem-based learning courses. The paper reports our evaluation of the approach. This has two parts: assessment of a trial, with a three-year longitudinal follow-up of the students; reports of student learning improve-ment after we had become experienced in full implementation of PBL. We conclude with a summary of our experience over three years of PBL teaching and discuss some of the pragmatic issues around introducing the radical change in teaching, maintaining staff support, and continuing refinement of our PBL teaching. We also discuss some of our approaches to the commonly acknowledged challenges of PBL teaching.     

基于问题的学习：理念与现实

基于问题的学习（Problem-Based Learning,简称PBL）是将学习活动“抛锚”在具体的问题情境中的以学生为中心的一种教学方法,也是一种符合建构主义教学原则的教学模式。与其他问题教学相比,PBL有着不同的内涵。由于受文化背景、教育资源等因素的影响和制约,在我国教育环境中实施PBL,要综合考虑到学科知识的系统性与PBL知识的随机性、教学资源的局限性与PBL教学内容的灵活性、传统课程问题的良性结构与PBL问题的劣构性之间的关系。     

基于问题的学习模式中问题的设置

基于问题的学习（Problem-Based Learning）,即PBL。从其组成的关键要素和开展环节来看,“问题”在PBL学习模式中都居于核心地位。在教学过程中,教师要考虑设计出能引起学生兴趣并让学生感到困惑的问题情境;问题要可以清楚的描述给学生,具有现实的可操作性;同时这种问题应该满足真实的、开放的（或模糊的）、综合的（宽泛的）要求。最后,问题只有经过师生的讨论、评价和修改后,才能在教学实践中运用,以实现培养创新性人才的目的。     

“问题链”教学模式在高校“概论”课中的实践与探索

"问题链"教学模式是以问题逻辑为导向,以教师为主导,以学生为主体,以发展为目标的多维互动课堂教学模式,其主要特点是将教学内容问题化并在层层设问中实现问题的解决。在具体操作环节中,需要坚持教师学生"双主体"原则,构建主体间性思想政治教育模式;推出共性化与个性化问题链套餐相统一、时效性与准确性相统一等原则,结合课程重难点与社会热点问题创设课堂情景,建构相应的"问题链"技术路线,激发学生问题意识和求知兴趣。这不仅是提升"概论"课教学实效性的重要途径,也是"概论"课教学改革与创新的主要方向。     

基于问题式学习教学模式的探究与实践

在工程力学的课堂教学中,运用基于问题式学习的教学模式,把学生设置到复杂、有意义的工程问题情境中,通过理论学习、查阅资料、小组讨论、合作完成问题的分析、研究与解答,有效地改变了以往学习工程力学时,学生大多处于被动和应付的状态;摆脱了从理论到理论,理论脱离实际的模式;培养了学生理论联系实际、独立分析、团结协作、解决实际工程问题的能力。     

基于建构主义学习环境的互动解析

本文从语言学习认知法、外语学习心理出发,尝试探讨了建构主义学习环境的创设;并考察了影响英语课堂互动成功与否的主要因素。这些因素主要是交际者自身的因素:交际背景知识、语言水平、交际策略和性格。     

智慧学习环境下的实景学习活动研究

创新2.0的反作用与新一代信息技术形态的形成与发展,为基于"实物、实情和实地"的实景学习活动创造了智慧学习环境。在智慧学习环境中所开展的实景学习是一种最接近真实世界的实践活动,而非脱离实践的课堂教学任务。文章在分析实景学习含义、特征及智慧学习环境下实景学习活动的可行性基础之上,深入阐述了智慧学习环境下实景学习的内涵,分析了其组成要素及其关系,最后构建了智慧学习环境下的实景学习活动框架,以期为智慧学习环境下开展实景学习活动提供一定的理论指导。