Evaluation of the effect of Problem Based Learning course
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Evaluation of the effect of Problem Based Learning course
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This paper presents the implementation Problem-Based Learning (PBL) design in entrepreneurship and innovation management education, with a focus on enhancing students' innovative behavior and entrepreneurial orientation through the usage of different digital tools. A survey was conducted among 118 students from Germany, the Netherlands, and Poland. The findings of the study demonstrate that engaging in PBL activities has a positive impact on students’ digital tool usage, innovative behavior, and entrepreneurial orientation. Additionally, the results provide support for the full mediating role of students’ innovative behavior in the relationship between PBL activities and students’ entrepreneurial orientation. As a result, based on this research, we encourage Higher Education Institutions to incorporate digital tool usage into PBL open-source educational resources, thereby integrating effective skill sets into innovation and entrepreneurship education
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Two trends can be witnessed in educational game design: Problem-Based Learning and Drill & Practice Training approach. The general assumption appears to favor Problem-Based approach above Drill & Practice, in regard to players' motivation. However, the differences between the approaches are seldom studied. The authors examined the motivational impact of one game consisting of a Problem-Based-, and a Drill & Practice learning mode. The first presents players with an ill-defined problem and offers various solutions to a challenge. In the Drill & Practice mode, there is only one correct answer. Secondary school students played the game and completed a pre- and post-test questionnaire about their experienced regulatory style for studying mathematics. Results suggest that the Problem-Based mode may decline the experience of feeling controlled by others to engage in mathematics learning. In comparison, players of the Drill & Practice mode reported increased intrinsic motivations towards mathematics.
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This paper argues for a Problem Based Learning (PBL) design that promotes digital tool usage in entrepreneurship and innovation management education, in order to develop students’ innovative behavior and entrepreneurial orientation. Survey data were collected from 89 students in Germany, the Netherlands, and Poland. The results of the study show that PBL activities positively impact students’ digital tool usage, innovative behavior, and entrepreneurial orientation. The results also provide support for the full mediating role of students’ innovative behavior in the relationship between PBL activities and students’ entrepreneurial orientation. Therefore, based on this research we encourage Higher Education Institutions to integrate effective skill sets into innovation and entrepreneurship education by integrating the usage of digital tools into PBL open-source educational resources.
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Torpedo is a digital learning environment for developing mathematical problem-solving ability through self-study for pre-service teachers in primary teacher education. To achieve this, Torpedo supports and challenges pre-service teachers’ reflection during and after solving non-routine mathematics problems. To investigate the feasibility of the Torpedo approach, 271 pre-service teachers used Torpedo during one month in a pilot study. They used and evaluated Torpedo’s reflective elements differently. The results varied from pre-service teachers who experienced that reflection really contributed to the development of their problem-solving ability, to pre-service teachers who hardly reflected. The last group consisted of those who found the problems too difficult to reflect upon and those who used Torpedo to prepare for the National Mathematics Test and preferred to do so by drill and practice. As a conclusion, the study provides clues for improving Torpedo so that it invites more reflective self-study behaviour. For pre-service teachers who consider reflection valueless, however, self-study in a digital learning environment may be insufficient to change this attitude.
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The Learning Technology Research Institute (LTRI) and the Association for Learning Technology (ALT) are two organisations within the UK that focus on ICT in the field of learning and teaching. Chapter of report on the Exchange Study Trip 2002, organised by SURF from the 21st till the 26th of April 2002.
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Dit artikel is een vertaling van Steyaert, J. (2005). Web based higher education, the inclusion/exclusion paradox. Journal of technology in human services, 23(1/2), 67-78. Het beschrijft de relatie tussen e-learning en toegankelijkheid voor studenten met een functionele beperking.
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Abstract Purpose: The pharmacology and clinical pharmacology and therapeutics (CPT) education during the undergraduate medical curriculum of NOVA Medical School, Lisbon, Portugal, was changed from a traditional programme (i.e. discipline-based, lectures) to a problem-based learning (PBL) programme (i.e. integrated, case-based discussions) without an increase in teaching hours. The aim of this study was to investigate whether this change improved the prescribing competencies of final-year medical students. Methods: Final-year students from both programmes (2015 and 2019) were invited to complete a validated prescribing assessment and questionnaire. The assessment comprised 24 multiple-choice questions in three subdomains (working mechanism, side-effects and interactions/contraindications), and five clinical case scenarios of common diseases. The questionnaire focused on self-reported prescribing confidence, preparedness for future prescribing task and education received. Results: In total, 36 (22%) final-year medical students from the traditional programme and 54 (23%) from the PBL programme participated. Overall, students in the PBL programme had significantly higher knowledge scores than students in the traditional programme (76% (SD 9) vs 67% (SD 15); p = 0.002). Additionally, students in the PBL programme made significantly fewer inappropriate therapy choices (p = 0.023) and fewer erroneous prescriptions than did students in the traditional programme (p = 0.27). Students in the PBL programme felt more confident in prescribing, felt better prepared for prescribing as junior doctor and completed more drug prescriptions during their medical training. Conclusion: Changing from a traditional programme to an integrated PBL programme in pharmacology and CPT during the undergraduate medical curriculum may improve the prescribing competencies of final-year students.
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This paper addresses an approach to teaching embedded systems programming through a challenge-based competition involving robots. This pedagogical project distinguishes itself by incorporating international students from three international institutions through the Blended Intensive Program (BIP). The research findings indicate that this approach yields excellent results regarding student engagement and learning outcomes. The challenge-based program effectively promotes students' creative problem-solving abilities by combining theoretical instruction with hands-on experience in a competitive setting.
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