ethanporcaro/eric-fulltext-meta huggingface dataset:
Student Usage and Perceptions of the Value of Recorded Lectures in a Traditional Face-to-Face (F2F) Class
Author: Davies, Thomas L.
Date: 2016-00-00
Type: Journal Articles
Subjects: College Students,Technology Uses in Education,Blended Learning,Distance Education,Taxes,Video Technology,Student Surveys,Gender Differences,Age Differences,Grades (Scholastic),Grade Point Average,Student Attitudes

More than ever before, today's colleges and universities are employing innovative and mutually-beneficial ways to meet the needs of students. Due to increasing competition and changing demographics, institutions benefit from attracting more students as higher enrollments generate greater revenue; these additional tuition and fees are crucial as costs continue to rise and state funding declines. Alternative course delivery modalities provide flexibility that can enable more students to obtain access to a postsecondary education as well as appeal to those with different learning styles or who are looking for a less traditional college experience. In recent years, online programs have grown significantly when compared to the traditional face-to-face (F2F) environment. While both deliveries have their own advantages and thus supporters, each has its own disadvantages as well. As a result, blended or hybrid classes, which include features of both F2F and distance courses, are becoming more common. This article describes a study in which two sections of an F2F tax course offered students access to recorded lectures, and reports the results of a survey designed to ascertain student usage and perceptions of the value of this supplemental material.
Three-Year-Old Photographers: Educational and Parental Mediation as a Basis for Visual Literacy via Digital Photography in Early Childhood
Author: Friedman, Arielle
Date: 2016-00-00
Type: Journal Articles
Subjects: Preschool Children,Photography,Visual Literacy,Program Descriptions,Technological Literacy,Learning Activities,Problem Solving,Parent Participation,Self Esteem,Teaching Methods,Parent Role,Semi Structured Interviews,Teacher Attitudes,Parent Child Relationship,Preschool Teachers,Foreign Countries,Video Technology

The study examines two years of an educational program for children aged three to four, based on the use of digital cameras. It assesses the program's effects on the children and adults involved in the project, and explores how they help the youngsters acquire visual literacy. Operating under the assumption that formal curricula usually marginalize visual and digital literacy, the program gives photography a central role in all areas of preschool learning: the children take pictures of all their daily preschool activities, and view and learn with photographs from various resources. The findings illustrate the centrality of educational mediation--by both preschool teachers and parents--in equipping young children with visual literacy. As all participants indicated, the educational process via digital photography gives preschool children the ability to experiment with problem-solving, and develop curiosity and pleasure in learning, as well as independence, confidence, responsibility, empowerment and participatory learning of both parents and children.
Using Problem-Based Learning to Help Portuguese Students Make the Bologna Transition
Author: Reis, Manuel Cabral
Date: 2013-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Teaching Methods,Engineering Education,Foreign Countries,Educational Change,Educational Cooperation,International Cooperation,Course Descriptions,Student Attitudes,Pilot Projects,Homework,Educational Strategies,Tests,Experiential Learning

The Bologna Declaration has opened a stage of big and deep changes in the internal university organization, external cooperation, teaching models and methods, among other., all over the European countries. Here we will present and discuss a pilot experience conducted at the Engineering Department of the University of Trás-os-Montes e Alto Douro, Portugal, during the second year of that transition period. In brief, we will present a set of non-mandatory courses proposed to the students of each individual syllabus, with one hundred hours duration, each, approximately seven hours/week, fifteen weeks long, with the permanent help of a specialized trainer to aid the students in their &quot;homework&quot;. The formal bureaucratic transition is also presented. Design and implementation issues, supported on problem-based learning and experimental lab learning classes, final assessment results, as well as the opinion of the students, are presented and analyzed. We believe that this methodology helped to make the transition smoother to the students, but also to the teaching staff.
Transversal Knowledge Formations in Professional Bachelor Education Employing Problem Based Learning (PBL)
Author: Larsen, Verner
Date: 2013-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Case Studies,Nursing,Nursing Education,Architectural Education,Architecture,Foreign Countries,Higher Education,Curriculum Design

This paper describes the principles underlying how various knowledge areas blend into transversal formations in two educational contexts employing PBL. Such &quot;transversality&quot; has often been referred to as inter- cross- or trans-disciplinarity. However, these terms are ambiguous, especially in relation to Problem Based Learning. There is a growing need for stronger language to express underlying principles of knowledge formations and the constitution of such. The term transversality suggests that knowledge formations are not based on a relationship between strong independent disciplines, but rather on a number of subject areas that are combined during students' PBL-studies. As such, the curriculum organized knowledge, as well as students' reflections of various types at the level of teaching and learning, constitute certain &quot;modalities&quot; of transversal knowledge formations. Two institutional case studies--Nursing and the Constructing Architect education--have been researched, compared and contrasted in order to demonstrate how institutional practices demonstrate different modalities of transversal knowledge in their PBL-courses. For the purpose of this paper Nursing Education will be abbreviated as NE and Constructing Architect as CAE.
Using Web 2.0 Technology to Enhance, Scaffold and Assess Problem-Based Learning
Author: Hack, Catherine
Date: 2013-00-00
Type: Journal Articles
Subjects: Web 2.0 Technologies,Problem Based Learning,Technology Uses in Education,Educational Technology,Teaching Methods,Scaffolding (Teaching Technique),Foreign Countries,Simulated Environment,Distance Education,Brainstorming,Concept Mapping,College Students,Biology,Ethics,Video Technology,Collaborative Writing,Barriers,Surveys

Web 2.0 technologies, such as social networks, wikis, blogs, and virtual worlds provide a platform for collaborative working, facilitating sharing of resources and joint document production. They can act as a stimulus to promote active learning and provide an engaging and interactive environment for students, and as such align with the philosophy of Problem-based Learning. Furthermore, Web 2.0 technologies can provide the tutor or facilitator with an opportunity to scaffold and asses the PBL process. However, whilst it is recognised that technology has an important role in enhancing each step of a PBL exercise, academic staff can be reluctant to use it. This paper provides some illustrative examples of the technologies that have been used to enhance, scaffold and assess PBL and their evaluation by distance learning and on-campus students at the University of Ulster. The benefits and limitations of using technology for both staff and students to support PBL are discussed.
Problems Implementing Problem-Based Learning by a Private Malaysian University
Author: Tik, Chan Chang
Date: 2014-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Teaching Methods,Private Colleges,Foreign Countries,Case Studies,Metacognition,College Faculty,College Students,Teaching Skills,Knowledge Base for Teaching

In this case study the focus is on lecturers' readiness in the design of PBL problems and to facilitate students' learning. This paper also looks into students' readiness in terms of acquiring metacognitive skills and collaborating in group to solve PBL problems. Problems encountered by both lecturers and students are discussed in the context of the chosen private Malaysian university.
Problem Based Learning as a Shared Musical Journey--Group Dynamics, Communication and Creativity
Author: Lindvang, Charlotte
Date: 2015-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Teaching Methods,Music,Group Dynamics,Creative Activities,Intervention,Administrator Role,Models,Listening,Interpersonal Communication,Music Education,Music Therapy,Experiential Learning,Learning Processes,Vignettes

The focus of this paper is how we can facilitate problem based learning (PBL) more creatively. We take a closer look upon the connection between creative processes and social communication in the PBL group including how difficulties in the social interplay may hinder creativity. The paper draws on group dynamic theory, and points out the importance of building a reflexive milieu in the group. Musical concepts are used to illustrate the communicative and creative aspects of PBL and the paper uses the analogy between improvising together and do a project work together. We also discuss the role of the supervisor in a PBL group process. Further we argue that creativity is rooted deep in our consciousness and connected to our ability to work with a flexible mind. In order to enhance the cohesion as well as the creativity of the group a model of music listening as a concrete intervention tool in PBL processes is proposed.
Thinking in Possibilities: Unleashing Cognitive Creativity through Assessment in a Problem-Based Learning Environment
Author: Servant, Virginie F. C.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Problem Based Learning,Cognitive Processes,Creativity,Undergraduate Students,Case Studies,Student Evaluation,Creative Thinking,Essays,Educational Testing,History Instruction,Test Content,Creative Development

This paper addresses the way in which students' cognitive creativity and the construction of meaning could be fostered by means of assessment in a Problem-based learning programme. We propose that a dual assessment structure within such a programme through examinations and coursework assignments could ensure the acquisition of a foundational knowledge base while allowing the development of the cognitive creative process. Using a Dutch University as a case study, including its assessment philosophy and practice, we describe and tentatively support by means of some preliminary results how assessment can foster construction of meaning. The paper closes on suggestions for practice in fostering cognitive creativity through assessment in Problem-based learning programmes.
Problem Solution Processes of Musicians and Engineers: What Do Their Approaches Look Like?
Author: Nissilä, Säde-Pirkko
Date: 2015-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Musicians,Engineering,Problem Solving,Imagination,Brainstorming,Competence,Creative Thinking,Creativity,Vocational Education,Teacher Education,Foreign Countries,Sequential Approach,Experiential Learning,Cooperative Learning,Experiments,Change Strategies

PBL is learning through becoming conscious of practical and abstract problems and finding ways how to solve them. It can be a pattern which doesn't follow traditional divisions of disciplines. In this article the material was collected from two, in the first sight, very different groups. One was music students (N = 62) who had to learn to solve various practical and theoretical problems in preparing a program for a series of concerts as collective and individual action. The method used was the 7-step method which divides learning into seven phases proceeding from creating the social frame of reference and mental models (steps 1-4) through actual work (steps 5-6) to the evaluation of the outcomes (step 7). Another group consisted of international, multicultural business leaders in engineering (N = 6). In using earlier the 7-step method, the approaches resembled those of the music students: deepening their professional competences. To engage their ability to use imagination and connect reality with brainstorming and mental flexibility, the creative PBL method 635 was used. Three practical problems were solved so that the solutions included new viewpoints which would be applied to meet the real needs in the near future. The results show that not only were the learning targets of both groups reached but, with reflection included, the processes widened the professional competences of the participants.
Facilitating Facilitators to Facilitate, in Problem or Enquiry Based Learning Sessions
Author: Coelho, Catherine
Date: 2014-00-00
Type: Journal Articles
Subjects: Facilitators (Individuals),Problem Based Learning,Feedback (Response),Dental Health,Dentistry,Active Learning,Cooperative Learning,Teaching Methods,Adult Learning,Foreign Countries

Problem based learning (PBL) has been used in dental education over the past 20 years and uses a patient case scenario to stimulate learning in a small group setting, where a trained facilitator does not teach but guides the group to bring about deep contextualized learning, to be empathetic to each other and to encourage fair and equitable contribution from individual learners. At Peninsula Dental School, training days are held for facilitators where the facilitator's role is emphasised as being instrumental in supporting the pedagogical process of problem-based learning. This article describes how Peninsula Dental School follows the Maastricht 7 steps (Schmidt, 1983) for each problem-based learning case scenario and the roles of the facilitators are described for each session. By following the guidelines set out in this PBL case, facilitators can provide a safe, non-judgmental, adult learning environment, where students take responsibility for their own learning and can demonstrate this to the facilitator through equitable contributions, to a sufficient depth and where meaningful feedback is given to the individual and the group as a whole.
Impact of Active Teaching Methods Implemented on Therapeutic Chemistry Module: Performance and Impressions of First-Year Pharmacy Students
Author: Derfoufi, Sanae
Date: 2015-00-00
Type: Journal Articles
Subjects: Teaching Methods,Chemistry,Pharmaceutical Education,Pharmacy,Drug Therapy,Case Method (Teaching Technique),Pretests Posttests,Student Surveys,Questionnaires,Problem Based Learning,Tutorial Programs,Foreign Countries,Tutors,College Students

This study investigates the positive impact of the Case Method implemented during a 4- hours tutorial in &quot;therapeutic chemistry module.&quot; We view the Case Method as one particular approach within the broader spectrum of problem based or inquiry based learning approaches. Sixty students were included in data analysis. A pre-test and posttest were conducted along with the tutorial class. A standard anonymous questionnaire was used to survey students' impressions about lectures. Results show that students obtain higher scores for the post-test compared with the pre-test. We could state that there is clearly a need to extend this experience even for other modules. However, it would seem essential to admit that professors, especially in our context, need to acquire complex teaching competences. The new reform of pharmaceutical studies, planned for the next academic year 2015-2016, would represent an excellent opportunity to plan regular workshops and training sessions for professors in active pedagogy field.
From Cases to Projects in Problem-Based Medical Education
Author: Stentoft, Diana
Date: 2014-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Medical Education,Teaching Methods,Educational Practices,Case Method (Teaching Technique),Student Projects,Student Experience,Independent Study,Foreign Countries,Medical Students

Problem-based learning (PBL) based on patient cases has become a well-established worldwide educational approach in medical education. Recent studies indicate that case-based PBL when used throughout an entire curriculum may develop into a counter-productive routine for students as well as teachers. Consequently, there is a need to develop PBL approaches further allowing students to work with more ill-defined problems and alternative learning structures. In this paper, we argue that this can be realised by introducing project-PBL into the medical curriculum, as in the medical education at Aalborg University, Denmark. We outline organisations of case- and project-PBL in the medical curriculum and present an explorative study of 116 first and second year students' experiences working in the two settings of PBL. Results reveal that students generally rate their PBL experiences positively however, project-PBL is rated more positively than case-PBL on all parameters studied. These results invite further consideration of the differences in working with cases and projects. Two central differences are discussed; the nature of the problem as the trigger of learning and students' possibilities for directing their own learning processes. The study demonstrates that introducing project-PBL may contribute significantly in problem-based medical education. However, the need for extensive research into advantages and limitations of the combined use of case- and project-PBL is also emphasised.
Question-Asking Patterns during Problem-Based Learning Tutorials: Formal Functional Roles
Author: Valtanen, Juri
Date: 2014-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Questioning Techniques,Tutorial Programs,Video Technology,Protocol Analysis,Teacher Role,Student Role,Case Studies,Content Analysis,Learning Experience,Teaching Methods,Foreign Countries,College Students

Question-asking is essential for being, knowing and learning. However, classroom research has confirmed that students do not ask questions spontaneously and teachers ask the most questions, mainly low-level ones. The purpose of this qualitative case-study is to investigate question-asking during problem-based learning (PBL) tutorials, a subject rarely studied. By filling this gap, this study, based on video-recorded data from 20 small-group tutorial sessions, provides fresh perspective and contributes to the field by focusing on formal functional roles. The analysis reveals that despite the high incidence of questions, they are imbalanced regarding their type and who asks them. The study confirms that students do acquire the skill of question-asking during PBL tutorials. However, to maximize the benefits of question-asking for epistemological and ontological development, more innovative learning activities must be designed and realised in tutorials.
Reflections on Remaining Obstacles in a Primary-Care Oriented Pure PBL Curriculum after Twelve Years of Implementation
Author: D'Ottavio, Alberto Enrique
Date: 2014-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Curriculum Implementation,Medical Schools,Teacher Student Relationship,Medical Education,Medical School Faculty,Foreign Countries,Constructivism (Learning),Adult Learning

A pioneer primary-care oriented pure PBL curriculum, based on constructivism and adult learning theories combined with Morin's complex thinking, was implemented in our medical school since 2002. Regardless of warnings opportunely made because the basic requirements for its successful implementation could not be fully fulfilled in practice, the experience was carried out and, while partially amended, still endures. This allows revealing several obstacles in many operational aspects, here recalled and/or characterized. Besides becoming helpful not only for counseling again to our own medical school about them but for warning and informing to those institutions with similar problems, the present analysis leads to a preventive final reflection: when designing and implementing a medical curriculum in general and particularly a pure PBL one, a thorough analysis of the contextual and operational factors, a flexible procedure and continuous objective evaluations for further adjustments become keystones for guaranteeing its fruitful implementation.
Motivating Students through Positive Learning Experiences: A Comparison of Three Learning Designs for Computer Programming Courses
Author: Lykke, Marianne
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Problem Based Learning,Student Motivation,Learning Experience,Comparative Analysis,Instructional Design,Programming,Computer Science Education,Introductory Courses,Psychological Patterns,Learner Engagement,College Freshmen,Teaching Methods,Conventional Instruction,Robotics,Student Surveys,Questionnaires,Interviews,Observation,Focus Groups,Evaluation Criteria,Control Groups,Mixed Methods Research,Stress Variables,Well Being,Cooperative Learning

Based on the assumption that wellbeing, positive emotions and engagement influence motivation for learning, the aim of this paper is to provide insight into students' emotional responses to and engagement in different learning designs. By comparing students' reports on the experiential qualities of three different learning designs, their respective influence on students' motivation for learning is discussed with the purpose of exploring the relationship between positive emotions, engagement and intrinsic motivation for learning. Our study thus aims at evaluating the motivational elements in the three learning designs. This experimental, controlled comparison study was conducted in an introductory computer programming course. The three learning designs were: 1. A traditional teacher-led course; 2. A problem based learning (PBL) course; and 3. A PBL course combined with the use of LEGO Mindstorms Robots. Three different methods were used for collecting data on the students' experiences and feelings: 1. A questionnaire survey with 229 students from groups exposed to the three different learning designs; 2. Six qualitative walk-alongs collecting data from these groups by informal interviews and observations; 3. Six class room observations. Findings from the three studies were discussed in three focus group interviews with 10 students from each learning design in order to validate these findings. The research was conducted among first year students in Computer Science at the Informatics School, Universidad Nacional de Costa Rica.