title: The effectiveness of Problem-Based Learning (PBL) online on students’ creative and critical thinking in physics at tertiary level in Malaysia

authors: Sulaiman, Fauziah

subjects: Problem-Based Learning

abstract: The purpose of this study was to investigate whether student performance in creative thinking could be enhanced through Problem Based Learning delivered online (referred to as PBL online) and critical thinking. Students’ perceptions and adoptions of PBL learning and online learning also were studied. The PBL online model was adopted from the McMaster’s Model, and comprised three major steps: (i) problem posing; (ii) information searching; and (iii) discussion and application of knowledge in solving problems. PBL is operationally defined here as an instructional strategy which focuses on problem solving. Students are faced with real issues which they have to solve through information searching and group discussion online. In this study, students were given physics problems to solve as part of their Modern Physics course. The phases involved were (i) overview of the topic of the lesson; (ii) problem encounter; (iii) problem definition; (iv) exploration; (v) solution; and (vi) reflection. All of these phases were done through the University’s Learning Management System (LMS), which thus acts as the online delivery tool. This study employed a quasi-experimental design based on mixed between-within-subjects repeated measures. The independent variable was the instruction method, either PBL online (experimental) or Traditional method online (control), and the dependent variables were performance in creative and critical thinking. The Torrance Test of Creative Thinking (TTCT) and the Watson Glaser Critical Thinking (WGCT) were used to measure the respective dependent variables. In the TTCT, there are four criteria used to evaluate creative thinking: (i) fluency; (ii) flexibility; (iii) originality; and (v) elaboration. For the critical thinking, five criteria were used: (i) making an inference; (ii) making an assumption; (iii) deduction; (iv) making an interpretation; and also (v) evaluation argument. Additionally, students’ perceptions and adoptions of PBL, as well as online learning, were captured through this study. A total of 102 students from the School of Science and Technology (SST) and the School of Education and Social Development were the subjects of the study. The SST students were science physics students (N = 61), and the SESD students were pre-service science teachers (N = 41). Results of the Mann-Whitney U test and also Independent Sample t-Test showed that there was significant difference in creative thinking in overall for both SST and SESD cohorts in favour of the PBL group. In addition, when the analysis was focussed on the two cohorts (i.e., SST and SESD), there were statistically significant differences observed for flexibility, originality and elaboration also in favour of the PBL group. However, results from the same analyses showed there was, in general, no significance difference for critical thinking for both cohorts. Further analysis identified statistically significant differences for making an inference (in favour of the PBL group) and assumption (in favour of the Traditional group). For the SST students, there were statistically significant differences in making an inference and evaluation argument criteria, in favour of the PBL group. Nevertheless, there were statistically significant differences for assumption, in favour of the Traditional group. No statistically significant differences were noted in any criterion for the SESD group. Students’ perceptions of PBL and willingness to adopt it were positive, even though they reported feeling confused at the beginning of the learning process. PBL was also reported as taking more time and requiring more effort. Nevertheless, students reported managing to build their capacity for self-directed learning and improving soft skills (i.e., communication, managing their learning timetable, finding relevant and valuable knowledge online, etc.). In the case of online learning, the students felt that they had learned how to get much more information online, and how to critique such information. Students’ readiness to use online learning was encouraging, and it provided at least basic experience on courses delivered through online learning. However, the Internet access needs to be adequate to ensure that online learning operates satisfactorily. Important findings were derived from this study. First, the results from this study suggest that PBL online enhances of Malaysian tertiary students’ creative thinking for both science physics students and pre-service science teachers. Second, PBL online also is capable of having a positive impact on students’ critical thinking for certain criteria, but this would be fostered by a whole programme approach rather than delivery via a single course. Third, students’ acceptance and perceptions of PBL and online learning were positive and encouraging, this despite encountering some issues technical during the intervention.

text: The effectiveness of Problem-Based Learning (PBL) online on students’ creative and critical thinking in physics at tertiary level in Malaysia The purpose of this study was to investigate whether student performance in creative thinking could be enhanced through Problem Based Learning delivered online (referred to as PBL online) and critical thinking. Students’ perceptions and adoptions of PBL learning and online learning also were studied. The PBL online model was adopted from the McMaster’s Model, and comprised three major steps: (i) problem posing; (ii) information searching; and (iii) discussion and application of knowledge in solving problems. PBL is operationally defined here as an instructional strategy which focuses on problem solving. Students are faced with real issues which they have to solve through information searching and group discussion online. In this study, students were given physics problems to solve as part of their Modern Physics course. The phases involved were (i) overview of the topic of the lesson; (ii) problem encounter; (iii) problem definition; (iv) exploration; (v) solution; and (vi) reflection. All of these phases were done through the University’s Learning Management System (LMS), which thus acts as the online delivery tool. This study employed a quasi-experimental design based on mixed between-within-subjects repeated measures. The independent variable was the instruction method, either PBL online (experimental) or Traditional method online (control), and the dependent variables were performance in creative and critical thinking. The Torrance Test of Creative Thinking (TTCT) and the Watson Glaser Critical Thinking (WGCT) were used to measure the respective dependent variables. In the TTCT, there are four criteria used to evaluate creative thinking: (i) fluency; (ii) flexibility; (iii) originality; and (v) elaboration. For the critical thinking, five criteria were used: (i) making an inference; (ii) making an assumption; (iii) deduction; (iv) making an interpretation; and also (v) evaluation argument. Additionally, students’ perceptions and adoptions of PBL, as well as online learning, were captured through this study. A total of 102 students from the School of Science and Technology (SST) and the School of Education and Social Development were the subjects of the study. The SST students were science physics students (N = 61), and the SESD students were pre-service science teachers (N = 41). Results of the Mann-Whitney U test and also Independent Sample t-Test showed that there was significant difference in creative thinking in overall for both SST and SESD cohorts in favour of the PBL group. In addition, when the analysis was focussed on the two cohorts (i.e., SST and SESD), there were statistically significant differences observed for flexibility, originality and elaboration also in favour of the PBL group. However, results from the same analyses showed there was, in general, no significance difference for critical thinking for both cohorts. Further analysis identified statistically significant differences for making an inference (in favour of the PBL group) and assumption (in favour of the Traditional group). For the SST students, there were statistically significant differences in making an inference and evaluation argument criteria, in favour of the PBL group. Nevertheless, there were statistically significant differences for assumption, in favour of the Traditional group. No statistically significant differences were noted in any criterion for the SESD group. Students’ perceptions of PBL and willingness to adopt it were positive, even though they reported feeling confused at the beginning of the learning process. PBL was also reported as taking more time and requiring more effort. Nevertheless, students reported managing to build their capacity for self-directed learning and improving soft skills (i.e., communication, managing their learning timetable, finding relevant and valuable knowledge online, etc.). In the case of online learning, the students felt that they had learned how to get much more information online, and how to critique such information. Students’ readiness to use online learning was encouraging, and it provided at least basic experience on courses delivered through online learning. However, the Internet access needs to be adequate to ensure that online learning operates satisfactorily. Important findings were derived from this study. First, the results from this study suggest that PBL online enhances of Malaysian tertiary students’ creative thinking for both science physics students and pre-service science teachers. Second, PBL online also is capable of having a positive impact on students’ critical thinking for certain criteria, but this would be fostered by a whole programme approach rather than delivery via a single course. Third, students’ acceptance and perceptions of PBL and online learning were positive and encouraging, this despite encountering some issues technical during the intervention.

year: 2011

title: Offenders who use child sexual exploitation material: Development of an integrated model for their classification, assessment, and treatment

authors: Merdian, Hannah Lena

subjects: child sexual exploitation material

abstract: Since the advent of the internet, convictions for the possession, display, trading and distribution of child sexual exploitation material (CSEM) have risen steadily. Professionals working in sex offender assessment and treatment have seen an influx in individuals who engage in this type of child sexual abuse without any direct contact with the victim. Despite an increase in recent research activities, there is still a lack of knowledge regarding this “new type” of sex offenders, in terms of appropriate assessment, treatment and management strategies.
 
A comprehensive review was undertaken, establishing the knowledge basis regarding CSEM offending and the offenders who engage in it. The identified differences between CSEM offenders (CSEMOs) and contact sex offenders (CSOs) and the nature of their offending led to the development of a theoretical model of CSEM offending, suggesting a classification of CSEM users on three dimensions: CSEM offending with or without direct sexual contact to a minor (fantasy-driven versus contact-driven offending), the individual’s motivation to offend, and the level of networking with other offenders. The question of risk of reoffending in CSEMOs, especially concerning cross-over to contact sex offending with a minor, was examined in terms of actual reoffending data and in the context of behavioural consequences resulting from general pornography consumption. The findings further confirmed the value of the two-fold distinction of CSEMOs, with contact-driven offenders presenting higher risk of direct sex offending based on a greater inclination for sexual violence. A review of existing risk assessment tools and established risk factors for sexual reoffending pointed to the value of structured professional guidelines when assessing CSEM offenders. 
Sixty-eight offenders were assessed via an anonymous computer survey including a variety of clinical and risk-related variables; the sample included 22 CSEMOs, 29 CSOs, and 17 offenders with both offence types (mixed offenders, MOs). The findings confirmed differing profiles between CSEM users and CSOs, most notably in the high emotional, time-related and financial cost involved in CSEMOs’ internet behaviour and MOs’ apparent disregard for their emotional ties to others. As a heterogeneous nature of CSEM users became apparent, numerical and graphical methods were employed to identify subgroups of CSEM users: Contact-driven Users (n = 15), Fantasy-driven Users (n = 12), and three smaller subgroups (each n = 2): Users with a preference for material with extreme content (Extreme Material Users), users who enacted high caution in their CSEM offending (Cautious Users), and users with high social connectedness (Social Users). While the focus of Contact-driven Users was pointed to direct sexual contact with minors, Fantasy-driven Users showed higher involvement in their CSEM usage, for example regarding their social or emotional investment online. The spatial representation of participants identified three dimensions as crucial in the classification of these subgroups: direct sexual contact with a minor, possession of fantasy-generating material, and social contact with other users with a sexual interest in minors. Exploring the subgroups’ profile on these variables and on conventional predictors of sex offending led to the development of an empirical model of CSEM users, differentiating a contact-driven pathway (Cautious Users, Contact-driven Users) from a fantasy-driven pathway (Extreme Material Users, Fantasy-driven Users, and Social Users), with offenders on the contact-driven pathway appearing more similar to CSOs. 
The theoretical and empirical models were then combined into an Integrated Model for the Classification, Assessment, and Treatment of CSEM Users (IMCAT-CU), leading to the development of structured professional guidelines for their assessment and risk evaluation according to the five prototypes of CSEM offending.

text: Offenders who use child sexual exploitation material: Development of an integrated model for their classification, assessment, and treatment Since the advent of the internet, convictions for the possession, display, trading and distribution of child sexual exploitation material (CSEM) have risen steadily. Professionals working in sex offender assessment and treatment have seen an influx in individuals who engage in this type of child sexual abuse without any direct contact with the victim. Despite an increase in recent research activities, there is still a lack of knowledge regarding this “new type” of sex offenders, in terms of appropriate assessment, treatment and management strategies.
 
A comprehensive review was undertaken, establishing the knowledge basis regarding CSEM offending and the offenders who engage in it. The identified differences between CSEM offenders (CSEMOs) and contact sex offenders (CSOs) and the nature of their offending led to the development of a theoretical model of CSEM offending, suggesting a classification of CSEM users on three dimensions: CSEM offending with or without direct sexual contact to a minor (fantasy-driven versus contact-driven offending), the individual’s motivation to offend, and the level of networking with other offenders. The question of risk of reoffending in CSEMOs, especially concerning cross-over to contact sex offending with a minor, was examined in terms of actual reoffending data and in the context of behavioural consequences resulting from general pornography consumption. The findings further confirmed the value of the two-fold distinction of CSEMOs, with contact-driven offenders presenting higher risk of direct sex offending based on a greater inclination for sexual violence. A review of existing risk assessment tools and established risk factors for sexual reoffending pointed to the value of structured professional guidelines when assessing CSEM offenders. 
Sixty-eight offenders were assessed via an anonymous computer survey including a variety of clinical and risk-related variables; the sample included 22 CSEMOs, 29 CSOs, and 17 offenders with both offence types (mixed offenders, MOs). The findings confirmed differing profiles between CSEM users and CSOs, most notably in the high emotional, time-related and financial cost involved in CSEMOs’ internet behaviour and MOs’ apparent disregard for their emotional ties to others. As a heterogeneous nature of CSEM users became apparent, numerical and graphical methods were employed to identify subgroups of CSEM users: Contact-driven Users (n = 15), Fantasy-driven Users (n = 12), and three smaller subgroups (each n = 2): Users with a preference for material with extreme content (Extreme Material Users), users who enacted high caution in their CSEM offending (Cautious Users), and users with high social connectedness (Social Users). While the focus of Contact-driven Users was pointed to direct sexual contact with minors, Fantasy-driven Users showed higher involvement in their CSEM usage, for example regarding their social or emotional investment online. The spatial representation of participants identified three dimensions as crucial in the classification of these subgroups: direct sexual contact with a minor, possession of fantasy-generating material, and social contact with other users with a sexual interest in minors. Exploring the subgroups’ profile on these variables and on conventional predictors of sex offending led to the development of an empirical model of CSEM users, differentiating a contact-driven pathway (Cautious Users, Contact-driven Users) from a fantasy-driven pathway (Extreme Material Users, Fantasy-driven Users, and Social Users), with offenders on the contact-driven pathway appearing more similar to CSOs. 
The theoretical and empirical models were then combined into an Integrated Model for the Classification, Assessment, and Treatment of CSEM Users (IMCAT-CU), leading to the development of structured professional guidelines for their assessment and risk evaluation according to the five prototypes of CSEM offending.

year: 2012

title: Hoea Te Waka ki Uta: Critical Kaupapa Māori Research and Mormon Studies Moving Forward

authors: Simon, Hemopereki

abstract: The following is a reflective commentary on the place of Critical Indigenous Studies, with a focus on Kaupapa Māori Research, within Mormon Studies. Specifically, the piece explores the following questions: What does Kaupapa Māori Research look like when engaging in Mormon Studies? What positionality needs to be taken by Kaupapa Māori researchers and Critical Indigenous scholars when engaging in Mormon Studies? What are the main areas Critical Indigenous scholars and Kaupapa Māori scholars should engage when tackling issues around Mormonism? These questions are important in light of the growing importance of the cultural renaissance in Te Ao Māori and the rise of Kaupapa Māori Research.

text: Hoea Te Waka ki Uta: Critical Kaupapa Māori Research and Mormon Studies Moving Forward The following is a reflective commentary on the place of Critical Indigenous Studies, with a focus on Kaupapa Māori Research, within Mormon Studies. Specifically, the piece explores the following questions: What does Kaupapa Māori Research look like when engaging in Mormon Studies? What positionality needs to be taken by Kaupapa Māori researchers and Critical Indigenous scholars when engaging in Mormon Studies? What are the main areas Critical Indigenous scholars and Kaupapa Māori scholars should engage when tackling issues around Mormonism? These questions are important in light of the growing importance of the cultural renaissance in Te Ao Māori and the rise of Kaupapa Māori Research.

year: 2021