Conference Paper

Understanding the Relationship Between PBL Principles, Personality Types, and Learning Profiles: An Initial Analysis

Conference Paper

Understanding the Relationship Between PBL Principles, Personality Types, and Learning Profiles: An Initial Analysis

If you want to read the PDF, try requesting it from the authors.

Abstract

This a Research Full Paper. The requirements of Software Engineering need a learning environment that is not only practical but true to the reality of the market. As a student-centered approach, Problem-Based Learning (PBL) enables students to be collaborative and attitude-oriented during problem-solving. Despite this, PBL has its cultural challenges. Thus, this work intends to better understand how the students learn and behave through student meaningful learning profiles and the Myers Briggs Type Indicator (MBTI). Based on the principle that these students participate or participated in a discipline that used the PBL method and are students of a course in the Computer Science area. In this context, this article proposes a descriptive study to make initial analyses and kick start the research. Based on this study and its early results, we can conclude that learning dimensions require greater stimulation and it was identified an initial relationship between personality profiles and meaningful learning profiles.

No full-text available

Request Full-text Paper PDF

To read the full-text of this research,
you can request a copy directly from the authors.

... Table III shows an overview of the general-purpose of the studies. Among these, three main concerns are related to the classic challenges of PBL: approaches to implementation of the method, through models, methodologies and frameworks [PS17], [PS23], [PS49], [PS57], [PS65]; assessment models, the most part focused on student assessment in several aspects, technical (student performance, grades) and personal (motivation, engagement, self-initiative, learning reflections) [PS21], [PS27], [PS43], [PS56], [PS73], [PS78], [PS85], [PS102]; and the use of virtual environments and tools to facilitate the PBL adoption [PS3]- [PS5], [PS19], [PS33], [PS42], [PS67], [PS83]. Regarding the proposals to implement the PBL method, it can be observed that in the first 5 years there were no studies with this objective. ...
... It is important to emphasize that this aspect had more attention in recent years, with studies focusing on the analysis of knowledge, skills, and attitudes of students within the learning process [PS4], [PS95], [PS97], [PS102]. ...
... This characteristic shows the evolution of the approach in the context of computing education when monitoring the student's learning in their activities and evaluating the planned educational goals not only in terms of technical knowledge but mainly on the ability to learn how to learn. At this point, it is important to encourage the student's self-regulation, defining processes that can stimulate them to regulate their learning and become responsible for it [PS94], [PS102]. Evidence had also been found on teaching and learning processes [PS26], [PS49], [PS53], [PS66], [PS71], [PS87], [PS93], often using active learning strategies and technologies, which can be quite effective in bringing dynamism to the environment. ...
Article
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.
Conference Paper
Full-text available
The Software Engineering sector has been demanding an education model that targets real market practices more and more exactly. This includes bearing in mind that, in the market, a software project is subject to numerous restrictions of time, budget and other resources required for its development. In this context, this article describes the application of a learning methodology based on problems, called xPBL. This methodology consists of elements that enable a learning environment to be built that in its essence is practical and contains real learning, and that ensure that this is supported by processes that make it possible to evaluate the effectiveness of the PBL approach from various perspectives: namely, the student's, the teacher's and that of the methodological approach itself. Based on this case study, evidence of the applicability of xPBL is demonstrated as is how the behavior should be understood of all stakeholders involved in the process of teaching and learning in one of the most complex disciplines of Software Engineering.
Conference Paper
Full-text available
In computing courses, the teaching and learning approach normally emphasizes theoretical knowledge at the expense of practical knowledge. The major disadvantages of this approach are learners' lack of motivation during class and their quickly forgetting the knowledge they have acquired. With a view to overcoming these difficulties, Problem Based Learning (PBL), an institutional method of teaching, has been applied to teaching computing disciplines. Despite the growth of the practice of PBL in various disciplines of Computing, there is little evidence of its specific characteristics in this area, the effectiveness of different PBL methodological approaches, or of benefits and challenges encountered. In this context, this paper presents a systematic mapping study in order to identify studies which involve best practices when using the PBL method in Computing between 1997 and 2011, answering five research questions: “What are the main characteristics of PBL that support teaching in Computing?”; “What are the criteria for applying PBL effectively in this area?”; “How is the PBL methodology applied?”, “What are the advantages and benefits of applying PBL in Computing?” and, finally, “What are the main challenges about learning in PBL in Computing?”.
Data
Full-text available
The increasing application of student-centered teaching approaches to solve real problems, driven by the market´s demand for professionals with better skills, has prompted the use of PBL in different areas, including in Computing. However, since this represents a paradigm shift in education, its implementation is not always well understood, which adversely affects its effectiveness. Within this context, this paper puts forward a model for assessing the maturity of teaching processes under the PBL approach, the PBL-Test, with a view to identifying points for improvement. The concept of maturity is defined in terms of teaching processes adhering to PBL principles, taken from an analysis of the following authors: Savery & Duffy (1995), Barrows (2001) Peterson (1997) and Alessio (2004). With a view to validating the applicability of the model, an empirical study was conducted by applying the PBL-Test to three skills in the Computing area. Results showed that although the model has shown it needs further enhancement, it has already been possible to identify improvements in PBL teaching processes that clearly affect the effectiveness of the approach.
Conference Paper
Teaching Computer has led to the design of an educational model that is increasingly making use of market practices linked to business corporations. Within this scenario, a practical and dynamic learning system is being fostered that allows simulations to be carried out in real contexts through problem resolution. Based on constructivist theories, PBL (Problem-Based Learning) is a teaching method that is focused on the students and its main characteristic is that it uses real-world problems to create the learning content and teach the skills required for their solution. However, the adoption of this approach is not an easy task, since it is accompanied by abrupt changes in the traditional paradigm of education, which require changes in the attitudes of the actors involved. In addition, the planning and monitoring of the PBL, involve complex activities that are difficult to manage, especially with regard to determining the quality and compliance of the processes used for problem resolution. Additionally, the Computer Science courses require working on projects provided by real clients, within a dynamic and iterative development process. This strengthens the need to introduce strategies and technologies to support the implementation and management of the method and, enable its effectiveness to be monitored In addition, it provides continuous feedback, and assesses the results generated from the evaluation of the solutions produced during the teaching-learning process. Thus, it is essential to adopt strategies that allow a better management of teaching practice, improved learning by the students and a means of validating the clients involved. From this perspective, this paper presents a virtual teaching and learning environment, called PBLMaestro, which has been designed to support the workflow of a methodology for the implementation of PBL in teaching Computer Science, called xPBL. With the aid of xPBL, it is possible to perform the management of courses using the dynamics of a cycle and series of stages to allow a better control of management processes, by linking real problems to well-defined educational goals. In the case of teacher planning, we were used elements described in xPBL methodology, aligned with educational goals defined from the Bloom Revised Taxonomy. With regard to student tracking, we used the authentic assessment model and mechanisms of Learning Analytics. Gamification strategies were included to increase engagement, retention and motivation, and push notification messages were displayed in a mobile application the PBLMaestro was validated by means of application the environment in the context of the discipline “Network Design” of Computer Science Course, and the results are analyzed in this study. In addition, semi-structured interviews were conducted with the teachers and there was a high degree of satisfaction among the tutors, students and customers who used the service, with regard to the usability and consistency of the proposed environment as well as with its improvements and changes. Although the environment was improved in the area of computer science, it is possible that it can provide support to the STEM context with some customizations.
Conference Paper
Ensuring satisfactory results by using problem-based learning in education in the Computing area is challenging. Faithfully maintaining the philosophy of PBL requires not only full compliance with its principles but also that its processes are managed efficiently. To facilitate the adoption of PBL, especially as to managing its processes, this article puts forward a framework based on Demig's PDCA cycle. The framework highlights its ability to re-use artifacts and recommends models for the stages of planning, implementation, monitoring and corrective actions. Special attention is paid to the components that are essential to the framework: xPBL methodology, maturity models, such as PBL-Test and valuation models, and authentic assessment. Results on the applicability of the framework during an under-graduate modular Computing course are also presented.
Article
Problem-based learning (PBL) uses real world problems and tasks as the initiative objective in constructing knowledge and enhancing learning experience. This paper looks into authentic assessment strategies in problem-based learning using an interactive multimedia project as a subject of investigation. Through the use of a range of authentic assessments like process assessment which contains of process assessment (consists of students' self reflection, peer's evaluation and task completion reports); content assessment (consists of pretest and posttest); together with portfolio assessment, this paper outlined strategies that have worked, as well as those that have not in a PBL setting. The collective data showed positive feedback towards learning tasks including problem solving skills, team collaboration and knowledge enhancement.
Article
In the practice of teaching reform of computer programming course, considering the property of computer programming course that it is sophisticated and hard to learn, the author takes the method of problem-based learning and suitably arranges the course design, which with a good result not only improves the quality of teaching, but also trains students' ability of self-learning, active exploration and mutual cooperation. In this paper, the author's practice and experience in the application of problem-based learning in computer programming course teaching will be discussed.
Article
Clustering on Social Learning Network still not explored widely, especially when the network focuses on e-learning system. Any conventional methods are not really suitable for the e-learning data. SNA requires content analysis, which involves human intervention and need to be carried out manually. Some of the previous clustering techniques need some centroid for the cluster initialization. Furthermore, the other researcher tried to apply ontology for the cluster on social network domain. This paper tries to reveal the behavior of students from all activities in Moodle e-learning system by putting ontology on domain social learning network (Moodle) which is not explored in the prior study. The activities such as forum, quiz, assignment, etc. are placed as clustering parameter according to the ontology model. The ontology of Moodle e-learning system is created to capture the activities of the student inside Moodle e-learning. Five meaningful attributes are used as group cluster for classifying the students’ behaviour. According to the result, most of the students belong to the intentional group while some of the students belong to the constructive and active group. The constructed cluster is calculated based on the e-learning hits during the learning process inside Moodle e-learning. The result on the classification of students’ behaviour using ontology cluster is comparable to their final achievement grade. It is believed that this study can bring immense benefit to the development of e-learning system in the future.
Article
In this article theoretical perspectives for analyzing the pedagogical meaningfulness of using videos in teaching, studying, and learning are presented and discussed with a special focus on using digital and online video materials. The theoretical arguments were applied in the international Joint Inserts Bank for Schools (JIBS) project (http:// www.ebu.ch/departments/television/co_finance/jibs.php). Out of existing theoretical literature six characteristics of meaningful learning were selected. According to these characteristics, meaningful learning is (a) active, (b) constructive and individual, (c) collaborative and conversa-tional, (d) contextual, (e) guided, and (f) emotionally involving and motivating. In this article, these characteristics are discussed with a special focus on learning with digital and online video materials. The characteristics provide insights into how digital and online videos can be used in a pedagogically meaningful way in teaching, studying, and learning processes. It is evident that videos viewed either through television or computer can be seen as tools for learning. However, videos are just one component in the complexity of a classroom activity system. The learning outcomes depend largely on the way videos are used as part of the overall learning environment, for example, how viewing or producing videos is integrated into other learning resources and tasks. Karppinen, P. (2005). Meaningful learning with digital and online videos: Theoretical perspectives. AACE Journal, 13(3), 233-250. 234 Association for the Advancement of Computing In Education Journal, 13(3) EDUCATIONAL USE OF DIGITAL AND ONLINE VIDEOS The moving image has been used quite a long time for educational purposes, starting from the magic lanterns over a century ago to the latest web streaming technologies (Asensio & Young, 2002). It has nevertheless been argued that analogue video lack the interactivity needed for a meaningful learning experience and a number of researchers (Tiffin & Rajasingham, 1995; Asensio & Young, 2002) associate film and video with a classic instructional or transmission pedagogic approach. The research into the educational use of television is abundant, and within this line of research, the views of television as a passive medium are, of course, also challenged by many researchers (Bickham, Wright, & Huston, 2001). Indepth research into the educational use of online videos and multimedia, on the other hand, is still rather scarce due to the relative infancy of the Internet and the technologies needed to produce, edit and view digital and online videos (Tarpley, 2001, p. 555; Young & Strom, 2002, p. 6; Jonassen 2000, p. 208). Asensio and Young have introduced a conceptual framework called the "Three 'I's Framework" for analysing the benefits and use of video in education. In the framework they describe the interplay of image, interactivity, and integration. According to Asensio and Young, in the research on the educational use of videos, it has been argued that the value of videos lies mainly in its possibility to deliver images. As the cliché has it, "an image is worth a thousand words." In addition, the modern digital and online videos can be used as an interactive and integrated tool. Online videos can be interlinked with slides, supporting texts, discussion boards, chat, resource links, and so forth, as part of a virtual learning environment. The creation of online and digital video has changed the nature of video itself, and it cannot be treated as a medium in isolation (Asensio & Young, 2002; Young & Strom). Digital and online videos are often embedded in a multimedia or hypermedia environment, and some educators prefer talking about multimedia or hypermedia learning (Boyle, 1997).
Article
this paper is to provide a clear link between the theoretical principles of constructivism and the practice of instructional design and the practice of teaching. We will begin with a basic characterization of constructivism identifying what we believe to be the central principles in learning and understanding. We will then identify and elaborate on eight instructional principles for the design of a constructivist learning environment. Finally, we will exam what we consider to be one of the best exemplars of a constructivist learning environment -- Problem Based Learning as described by Barrows (1985, 1986, 1992) at the Southern Illinois University Medical School and at the Problem Based Learning Institute for high school teachers .
Meaningful learning with technology
  • J L Howland
  • D H Jonassen
  • R M Marra
J. L. Howland, D. H. Jonassen, R. M. Marra, Meaningful learning with technology. Upper Saddle River, NJ: Pearson, 2012.
Aprendizagem Significativa na disciplina de Metodologia Científica
  • P H De
  • B Falcão
P. H. de B. Falcão, Aprendizagem Significativa na disciplina de Metodologia Científica. 2014. 206p. Tese (Doutorado em Ensino, História e Filosofia das Ciências). Universidade Federal da Bahia -UFBA, Bahia.
Social learning network analysis model to identify learning
  • A B F Mansur
  • N Yusof