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Using a virtual learning environment for problem-based learning adoption: A case study at a high school in India
... Because it is a constructive method that places the student in the center of learning, PBL constantly stimulates self-initiative on the investigation of the problem, the discussion and positioning of ideas, reflection and analysis towards better solutions [PS39], [PS42], [PS47], [PS60], [PS62], [PS69], [PS85], [PS86], [PS92], [PS97]. Group work also allows the development of a very strong sense of collaboration and ethics, which at times may even appear to be protectionist when a student only cares about his team [PS23], [PS32], [PS46]- [PS49], [PS53], [PS67]- [PS69], [PS72], [PS74], [PS99]. Therefore, it is important to establish practices that integrate or stimulate interaction among teams, not only among team members [PS74], [PS99]. ...
... Finally, studies highlighted many challenges related to the process element, more especially in the second decade, such as: the definition of educational objectives and goals; the planning and management of an evaluation process that allows monitoring the attainment of these objectives and goals [PS12], [PS41]; the awareness of constructivist pedagogy and its impacts on the learning strategy [PS35], [PS70], [PS72]; the stimulus to regulation and self-regulation of students with continuous feedbacks and [PS21], [PS35], [PS39], [PS91], [PS94]; the coordination of projects conducted by student teams [PS60]. In [PS51], practically all elements are evident: "Professors need to customize assessment activities, according to each course nature in the proposed method. ...
... Considering the effort required to implement PBL and the need to use environments to improve this point, many studies have recommended the use of virtual environments [PS7], [PS25], [PS66], [PS72], learning management systems [PS61], tools [PS33], and technologies to facilitate student collaboration, communication, content sharing, and interactive resolution task [PS31], [PS42]. In addition, studies have also recommended the use of tutorials, software artifacts, and subject integration to facilitate the use of content as support for problem solving. ...
Contribution: This article adds to the results of previous systematic mapping study by addressing a more ample context of problem-based learning (PBL) in computing education. Background: PBL is defined as an instructional method of constructivist teaching that uses real problems as a motivating element for learning. Although PBL was born in medical education, it has been used in computing education to facilitate the students' engagement and learning capacity, contributing to developing skills, such as teamwork, holistic vision, critical thinking, and solving problem. Considering that approach much more descriptive than prescriptive, it favors the implementation of diverse methodologies on its behalf.
... Outros AVAs citados nos estudos incluídos foram: ILIAS (Eichler et al, 2013), Blackboard (Ioannou et al., 2015) e Amadeus (Rodrigues & Santos, 2013). Alguns estudos propõem AVAs específicos baseados na metodologia ABP, tais quais OPBCL (Nadiyah & Faaizah, 2015), WoBaLearn (Zhang et al., 2016), Toth (Acosta, 2016), PBL-Coach (Bessa et al., 2017) ferramentas de edição colaborativa de documentos, ferramentas de programação, além de jogos educacionais. ...
... O componente de discussão do Wiki forneceu um espaço valioso no qual os alunos foram capazes de negociar e construir consenso antes ou durante o desenvolvimento das soluções. Bessa et al. (2017) descrevem um estudo de caso do uso da ABP em uma escola secundária da Índia, utilizando o AVA PBL-Coach. Segundo os autores, os impactos da aplicação retrataram um alto nível de aprendizagem dos alunos, demonstrado através de uma avaliação 360 graus. ...
This article presents a wide-ranging systematic literature review (RSL) on the adoption of the Problem Based Learning (PBL) methodology in Distance and Blended Education. The research analyzed primary studies from the years 2008 to 2019 to understand how the primary PBL methodology stages are applied, identify the most used Virtual Learning Environments (VLE) and tools, and the main impacts of PBL application in distance and blended education. A total of 633 studies were indexed using the search string, of which 77 were analyzed to answer the research questions based on the exclusion criteria. Some conclusions point out that for 75% of the studies analyzed, the experiences presented are not associated with a VLE. Also, in the literature, there are few tool initiatives integrated or not to the AVAs that are specific to the planning, execution, or evaluation of PBL. Resumo. Este artigo apresenta os resultados de uma ampla revisão sistemática da literatura (RSL) sobre a adoção da metodologia Aprendizagem baseada em Problemas (ABP) na Educação a Distância e Híbrida (EaDH). Foram analisados os estudos primários dos anos de 2008 a 2019 com o objetivo de refletir sobre como as principais etapas dessa metodologia estão sendo aplicadas na EaDH, quais os Ambientes Virtuais de Aprendizagem (AVA) e ferramentas mais utilizados, bem como os principais impactos da aplicação da metodologia ABP na EaDH. Um total de 633 estudos foram indexados a partir da string de busca, dos quais 77 foram analisados para responder às questões de pesquisa com base nos critérios de exclusão. Algumas conclusões foram que para 75% dos estudos analisados, as pesquisas e experiências de ABP apresentadas não estão vinculados a um AVA e que há na literatura poucas iniciativas de ferramentas integradas ou não aos AVAs que sejam específicas ao planejamento, execução ou avaliação de ABP.
... Los resultados de este estudio incluyeron medidas, técnicas pedagógicas y herramientas tecnológicas que podrían propiciar dicho entorno. Por otra parte,(Rodrigues et al., 2017) aplicó el Aprendizaje Basado en Problemas (ABP) del enfoque constructivista en un AVA llamado PBL-Coach, utilizado en una escuela en la India, con el objetivo de ayudar a profesores y estudiantes en la implementación de un auténtico proceso de aprendizaje con soporte tecnológico útil y relevante.En este sentido, el presente trabajo, intenta responder la siguiente pregunta científica: ¿Cómo contribuir a elevar la calidad de los Ambientes Virtuales de Aprendizajes en las instituciones de Enseñanza Superior desde un enfoque docente? Para lo cual se propone integrar diferentes categorías para la evaluación de la calidad de ambientes virtuales de aprendizaje, los criterios y la escala de evaluación, lo cual podría ayudar a los docentes a superar los desafíos que enfrentan en el diseño y la entrega de sus aulas virtuales para facilitar la experiencia y la flexibilidad del aprendizaje, la autonomía y la retención de los estudiantes. ...
The objective of this paper is to determine indicators that contribute to evaluate the quality of virtual learning environments. A literature review was carried out on the learning models that support the existing methodologies and standards, the dimensions to be considered in the evaluation, the criteria and the systematized scales. In addition, the validation method of the instrument was used, based on experts' criteria. Three Virtual Learning Environments belonging to an equal number of university institutions in Colombia and Cuba were taken as case studies. The proposed indicators were grouped into five structural categories: planning and organization, contents, methodology and competence, communication and interaction, resources and media. These indicators made it possible to comprehensively evaluate the quality of the selected virtual learning environments. Based on the results of the study, the teachers consider that the implementation of learning theories consistent with the pedagogical model of their institution in virtual environments is still limited, and it is concluded that the proposed model could be generalized in order to promote higher quality learning through this study modality.
... Tara International School's studies reveal the effectiveness of PBL-Coach (cPbL), a virtual learning environment, in enhancing outcomes, with a focus on technological constraints [17][18][19][20][21]. Further research should assess cPbL across diverse contexts and subjects, integrating PBL principles into virtual learning environments [22][23][24]. Blended learning (BL), bPbL, combining online and face-to-face methods, aligns with cPbL in evaluation and learning time, providing flexibility in location and time savings. Research is advised to explore the impact of interactive online platforms on contextual and collaborative learning. ...
With the rapid development of e-learning in higher education, this study explores the application of the problem-based learning (PBL) learning model in the e-learning ecosystem. This article explores the concept of participatory engagement in the e-learning ecosystem and integrates it with PBL theory through the use of ICT to support interaction and collaboration. The research method used is R&D learning models in the Heavy Equipment Technology course at Universitas Negeri Padang. The research findings should be interpreted cautiously due to limitations such as differences in contexts across various courses and factors related to technology implementation in the learning environment. The study results show that it can improve learning outcomes and students’ critical thinking skills. Specifically, 70% have implemented Bloom’s cognitive taxonomy Level C4 and above, aided by a self-reflection participation process that enables students to reflect on content, learning processes, and understanding through internal dialogue, generating new ideas and solutions. This is evidenced by the results of the Path Coefficients test with P-Value EE → LO 0.050 and PBL → LO 0.046, as well as Specific Indirect Effect EE → SPR → LO 0.003 and PBL → SPE → LO 0.047 where the value is ≤ 0.05. The implications include guidance for designing effective e-learning ecosystems and adaptive learning strategies in higher education. Future research is recommended to further explore the impact of this integration and develop more effective PBL models in diverse courses and other educational institutions.
... Los resultados de este estudio incluyeron medidas, técnicas pedagógicas y herramientas tecnológicas que podrían propiciar dicho entorno. Por otra parte,(Rodrigues et al., 2017) aplicó el Aprendizaje Basado en Problemas (ABP) del enfoque constructivista en un AVA llamado PBL-Coach, utilizado en una escuela en la India, con el objetivo de ayudar a profesores y estudiantes en la implementación de un auténtico proceso de aprendizaje con soporte tecnológico útil y relevante.En este sentido, el presente trabajo, intenta responder la siguiente pregunta científica: ¿Cómo contribuir a elevar la calidad de los Ambientes Virtuales de Aprendizajes en las instituciones de Enseñanza Superior desde un enfoque docente? Para lo cual se propone integrar diferentes categorías para la evaluación de la calidad de ambientes virtuales de aprendizaje, los criterios y la escala de evaluación, lo cual podría ayudar a los docentes a superar los desafíos que enfrentan en el diseño y la entrega de sus aulas virtuales para facilitar la experiencia y la flexibilidad del aprendizaje, la autonomía y la retención de los estudiantes. ...
El presente trabajo posee como objetivo determinar indicadores que contribuyan a evaluar la calidad de ambientes virtuales
de aprendizaje. Se realizó una revisión de la literatura sobre los modelos de aprendizaje que soportan las metodologías y
estándares que existen, las dimensiones que se deben considerar en la evaluación, los criterios y las escalas sistematiza-
das. Además, se empleó el método de validación del instrumento, a partir del criterio de expertos. Se tomó como caso de
estudio tres Ambientes Virtuales de Aprendizaje pertenecientes a igual cantidad de instituciones universitarias de Colombia
y Cuba. Los indicadores propuestos se agruparon en cinco categorías estructurales: planeación y organización, conteni-
dos, metodología y competencia, comunicación e interacción, recursos y medios. Dichos indicadores permitieron evaluar
integralmente la calidad en los ambientes virtuales de aprendizaje seleccionados. Basado en los resultados del estudio, los
docentes consideran aún limitada, la implementación en los entornos virtuales, de teorías de aprendizaje consecuentes con
el modelo pedagógico de su institución y se concluye que podría generalizarse el modelo propuesto en pro de propiciar
mayor calidad en el aprendizaje a través de dicha modalidad de estudio.
... It is relatively difficult to balance the benefit and its advantages. The same goes to problem-based learning as if its construction of knowledge was made without robust practical and theoretical foundation which render ineffective learning [29]. [30] had reported several weaknesses of problem-based learning such as time inadequacy, loaded curriculum and difference in implementation. ...
Learning in the 21st century emphasize on development of higher order thinking skills such as problem-solving skills with substantial highlight was given toward student-centred approach. Digital game and problem-solving activities are an ideal combination of student-centred approach which facilitate active participation for students to practice and develop their thinking skills. This study was conducted to investigate the effect and the process of using digital game and problem-based learning skills to enhance higher order thinking skills in primary school student in the context of Malaysia. A preliminary study was conducted to 50 samples to collect data about their current higher order thinking skills level. The result shows samples are good in identify problem and solution, but weak in decision making and reasoning. To study the effect of digital game and problem-based learning combined in enhancing higher order thinking skills, a pre-test and post-test was conducted to 35 samples before and after three sessions of digital game problem-based learning section. After running a paired sample t test upon the pre-test and post-test, the result show that the combination of digital game and problem-based learning have significant effect in enhancing higher order thinking skills. To understand samples’ learning process, reflection journal was used after each learning section and an interview was conducted following the post-test. The data gathered indicate samples do enjoy learning with digital games and problem-based learning, and they agreed the approaches help them to learn better. However, they expected for more exciting games and group activities in the future. This study opens a gateway for developing student-centred and fun learning approach that beneficial toward student’s higher order thinking skills.
This research report was carried out based on a documentary review on the production and publication of research papers related to the challenges faced in the evaluation of the quality of Latin American higher education, highlighting the case of the evaluation of educational quality in Mexican institutions, during the period between 2014 and 2019. Therefore, the purpose of the bibliometric analysis proposed in this paper lies in identifying the main characteristics of the volume of publications registered in the Scopus database during the aforementioned period, by Latin American institutions, achieving the identification of 168 publications in total. The information provided by this platform was organized by means of tables and figures, categorizing the information on the basis of the year of publication, country of origin, area of knowledge and type of publication. Once these characteristics were defined, the position of the different authors and specialists with respect to the proposed topic was referenced by means of a qualitative analysis. Among the main findings identified through the ongoing research, it was found that Brazil, with 64 publications, was the country with the highest production. The area of knowledge that made the greatest contribution to the construction of bibliographic material referring to the study of the challenges faced in evaluating quality in higher education in the case under analysis was the social sciences, with 78 published documents; and the most used type of publication during the period under review was the journal article, which accounted for 80% of the total scientific production.
The usefulness of a web site is based on the prospect of a satisfactory website user. In improving the usefulness of a university’s website, it is essential to present precise data and disseminate prompt information to students. This paper was conducted to analyse and recommend a better process for the information display (content and work processes) of university websites development. Questionnaires were distributed and feedbacks were received from 350 respondents. The aim of the study was to evaluate the effectiveness of the process of (content and processes) of the university websites based on five main aspects: i) Content and Organization Structure, ii) Linkages and Navigation, iii) Language, iv) Education Content and v) Option and Performance. Analysis showed that the percentage of question items has a positive tendency in perception regarding improvements need to enhance the intensity of the university website portal, especially in terms of links, content organization and live help desk requirements that can directly provide an easier means of that can providing information and accelerating up the operation of receiving data. In summary, this study also outlines the proposal for academic websites display to increase the serviceability of the site to users.
In order to exploit the benefits of PBL and mitigate the risk of failure when implementing it, the NEXT (iNnovative Educational eXperience in Technology) research group has been working on methods and tools focused on managing the PBL approach as applied to Computing. In this context, this article proposes a teaching and learning methodology based on PBL, called xPBL, consisting of elements that reinforce PBL principles, namely: real and relevant problems; a practical environment; an innovative and flexible curriculum; an authentic assessment process; close monitoring by technical tutors and process tutors, and finally, professional practitioners as teachers and tutors. Based on these elements, the paper describes the design of a PBL approach for a Design course, grounded on acquired knowledge of Design content and past PBL experiences in Software Engineering courses. This approach provides an insightful guide to implementing PBL from xPBL methodology, and provides instruments based on management techniques such as 5W2H (what, why, who, when, where, how and how much) and the production of artifacts to support the conception process of courses based on PBL.
It is widely accepted that in the context of Knowledge-based Society, the educational institutions must demonstrate their ideologically and pragmatic point of views, when discussing the role of the promoters of educational changes. The changes require - among other aspects of pedagogical and psycho-social issues - a reconsideration of what constitutes the effective teaching strategy, adapted to the needs of the learners. Thus, within the Science classes (Chemistry, Physics and Biology), the teaching approach cannot remain an expositional one, based only on the transmission and reception of information. A student-centred educational process, aiming to the development of key-skills, necessarily involves a pro-active approach that facilitates students’ involvement in research, scientific investigation, analysis of problematic situations or solving real problems or merely hypothetical ones. Through its specificity, the Problem-Based Learning (PBL) strategy may be a central component of such teaching approaches. The purpose of the article is to highlight the effectiveness of PBL, through presenting some of the best educational practices implemented by the Romanian Science teachers who participated in the “PROFILES - Education through Science” Continuous Professional Development Programme. The investigative approach is a qualitative one, focused on the analysis of the teaching practices based on PBL implementation, but also on the analysis of students’ and teachers’ opinions who used this strategy in Science lessons. The hypothesis that was stated as a premise of the research took into consideration the fact that when using the PBL teaching strategy during the Science lessons, the students will acquire not only cognitive skills but also a series of instrumental and transversal ones.
This report updates an earlier JISC report by the same authors entitled A Framework for the Pedagogical Evaluation of Virtual Learning Environments (1999). That report can be found online at: [http://www.jisc.ac.uk/uploaded_documents/jtap-041.doc]
Problem-based learning (PBL) is an instructional approach that has been used successfully for over 30 years and continues to gain acceptance in multiple disciplines. It is an instructional (and curricular) learner-centered approach that empowers learners to conduct research, integrate theory and practice, and apply knowledge and skills to develop a viable solution to a defined problem. This overview presents a brief history, followed by a discussion of the similarities and differences between PBL and other experiential approaches to teaching, and identifies some of the challenges that lie ahead for PBL.
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