ethanporcaro/eric-fulltext-meta huggingface dataset:
PBL in Educational Psychology--Potentials and Challenges
Author: Szulevicz, Thomas
Date: 2013-00-00
Type: Journal Articles
Subjects: Educational Psychology,Problem Based Learning,Educational Principles,Educational Practices,Learning Processes,Social Work,Educational Research,Educational Opportunities,Barriers,Theory Practice Relationship,Foreign Countries,Masters Programs

This article discusses practical and theoretical aspects related to PBL. In the first section of the article, potentials related to professional training of forthcoming educational psychologists following PBL-principles are analyzed. It is argued that PBL constitutes a good platform for creating stimulating interplays between theory and practice. In the second section of the article we discuss some of the theoretical underpinnings in PBL. We discuss whether PBL is prone to a &quot;form-content-dualism&quot;, in which attention is centred on the form (the problem) and less on the content of learning. Afterwards, it is discussed whether PBL potentially leads to an individualization of the learning process. Finally, we discuss whether the PBL-literature primarily tends toward portraying student learning as a matter of acquisition of knowledge, and therefore ignores the ontogical and identity-related processes in learning.
Political Engagement during a Presidential Election Year: A Case Study of Media Literacy Students
Author: Powers, Elia
Date: 2016-00-00
Type: Journal Articles
Subjects: Citizen Participation,Political Attitudes,Media Literacy,Elections,Student Attitudes,Mixed Methods Research,Role,Information Technology,News Reporting,Diaries,Student Surveys,Social Media,Undergraduate Students

This exploratory, mixed-methods study uses data gathered during the previous U.S. presidential election in 2012 to evaluate student political engagement and digital culture. Survey results and media diary entries revealed that college students enrolled in a media literacy course during Super Tuesday or Election Day gravitated toward low-barrier political actions and expressive modes of citizenship, and they were most engaged when there was a social component to following election news. These results, coupled with recent data on political engagement and media consumption, present an opportunity to consider the role of digital platforms and online communities in the 2016 election.
Creating a Project-Based Learning Environment to Improve Project Management Skills of Graduate Students
Author: Arantes do Amaral, Joao Alberto
Date: 2015-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Active Learning,Student Projects,Program Administration,Graduate Students,Skill Development,Foreign Countries,Nongovernmental Organizations,Engineering Education,Business Administration Education,Information Technology,Class Activities,Group Activities,Sequential Approach,Educational Benefits,Simulation,Outcomes of Education

This article describes the project-based learning environment created to support project management graduate courses. The paper will focus on the learning context and procedures followed for 13 years, in 47 project-based learning MBA courses, involving approximately 1,400 students and 34 community partners.
The Use of System Thinking Concepts in Order to Assure Continuous Improvement of Project Based Learning Courses
Author: Arantes do Amaral, Joao Alberto
Date: 2015-00-00
Type: Journal Articles
Subjects: Systems Approach,Student Projects,Teaching Methods,Case Studies,Foreign Countries,Masters Programs,Business Administration Education,Intervention,Educational Improvement,Attitude Change,Student Attitudes,College Faculty,Partnerships in Education,Nongovernmental Organizations

This case study describes a continuous improvement experience, conducted from 2002 to 2014 in Sao Paulo, Brazil, within 47 Project-Based Learning MBA courses, involving approximately 1,400 students. The experience report will focus on four themes: (1) understanding the main dynamics present in MBA courses; (2) planning a systemic intervention in order to improve the following courses; (3) doing the intervention and analysing the results; and (4) assuring the continuous improvement.
&quot;Conscientization,&quot; Dialogue and Collaborative Problem Based Learning
Author: Armitage, Andrew
Date: 2013-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Teaching Methods,Decision Making,Dialogs (Language),Educational Philosophy,Cooperative Learning,Human Resources,Educational Principles,Democratic Values,Constructivism (Learning)

It has been argued that Paulo Freire's concept of conscientization, where critical awareness and engagement are central to a problem-posing pedagogy, provides the philosophical principles to underpin Problem Based Learning (PBL). By using dialogue groups and a combination of learning strategies to discover the nature of a problem, understand its constraints, options, and multi-voiced perspectives, students can negotiate the sociological nature of its resolution and how competing perspectives may inform decision-making. This paper will first present the background of PBL, before it introduces and argues for reflective and reflexive learning environments founded within dialogical practices. It then provides tales from the field that illustrate how conscientization is enacted in the classroom, before considering implications and the Ten Principles of Critical Learning for reflective and reflexive practice. It concludes by arguing that conscientization and the dialogical process are central to PBL in order to engage the individual voice, foster democratic practices, and for the creation of shared meanings and understandings.
What Teacher Education Students Learn about Collaboration from Problem-Based Learning
Author: Murray-Harvey, Rosalind
Date: 2013-00-00
Type: Journal Articles
Subjects: Cooperation,Preservice Teachers,Problem Based Learning,Teaching Methods,Group Activities,Cooperative Learning,Foreign Countries,Student Attitudes,Teaching Skills,Knowledge Level,Pedagogical Content Knowledge,Teamwork,Student Journals,Student Evaluation,Assignments

Group work, an essential component of learning and teaching in problem-based learning (PBL), is compromised if students' experiences of PBL are colored by dissatisfaction with the process or outcomes. For the potential benefits of PBL to be realized PBL group work must be genuinely collaborative to address students' personal and professional learning needs. Australian teacher education students (n = 122) provided written reflections on PBL that enabled representations of their group work experience to be mapped using an Attitude, Skills, and Knowledge (ASK) framework to gauge understanding of the collaborative learning process (as learners and as future teachers). Attitudes identified as necessary for collaborative learning were valuing others' perspectives, interdependence, and learning about self. The Skills dimension characterized interpersonal, problem solving and group skills. Features of the Knowledge dimension were: generation, application, and dissemination of knowledge. Pedagogical knowledge was also evident through learning connections made by students to their future teaching practice.
Identifying Needs to Develop a PBL Staff Development Program
Author: Coffin, Prarthana
Date: 2013-00-00
Type: Journal Articles
Subjects: Program Development,Problem Based Learning,Specialists,Workshops,Teaching Methods,Faculty Development,Intervention,College Faculty,Pedagogical Content Knowledge,Reflection,Teacher Attitudes,Educational Strategies,Semi Structured Interviews,Foreign Countries,Qualitative Research

Staff development is a crucial element for educational intervention. Recognizing the importance of staff development, this study aims to pin-point suitable methodologies in developing a Problem-Based Learning (PBL) academic staff development program for a higher education institute where PBL has become an intervention alternative. The study aims to answer the following research questions 1) how can university academic staff be assisted to acquire pedagogical competences for an initiative of the implementation of PBL curriculum? 2) What kinds of support do university academic staff need in order to maintain PBL implementation? Through a combination of a literature review, interviews with 6 PBL experts which emphasize the importance of PBL facilitators, and document analysis of reflection notes from 18 trainees of a PBL workshop, this study will produce a guideline in developing a PBL Academic Staff Development Program for an institute wishes to implement and retain PBL as the education strategy.
PBL and Critical Thinking Disposition in Chinese Medical Students--A Randomized Cross-Sectional Study
Author: Du, XiangYun
Date: 2013-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Medical Students,Asians,Medical Education,Teaching Methods,Critical Thinking,Ethics,Gender Differences,Scores,Case Studies,Correlation,Computer Simulation,Academic Achievement,Multivariate Analysis,Foreign Countries,Likert Scales,Statistical Analysis

The purpose of this study was to explore the relationship of problem-based learning (PBL) and the development of critical thinking disposition (CT) and academic achievement in Chinese medical students using a cross-sectional randomized design. Medical students from China Medical University (CMU) were randomized to PBL or non-PBL teaching at the commencement of the study. After five years of study, CT was scored by a Chinese version of the California Critical Thinking Disposition Inventory (CCTDI-CV). The score achieved on a Computer Case Simulation (CCS) test evaluated academic performance. Total CT score was higher in PBL students (n = 170) than non-PBL students (n = 83) (304.7 ± 36.8 vs. 279.2 ± 39.4, p &lt; 0.01). Subscale CT-scores were significant in favor of PBL in six of the seven subscales (truth seeking, open-mindedness, analyticity, systematicity, inquisitiveness, maturity). There was no significant difference in terms of gender on the total CT score, though minor differences were seen in subscales favoring female PBL students. PBL students had higher CCS scores than non-PBL students, but not significantly (112.8 ± 20.6 vs. 107.3 ± 16.5; p = 0.11). There was no significant correlation between CCS scores and CCTDI-CV results. Male students scored slightly higher on the CCS test compared to female students (male 113.4 ± 18.9 vs. female 109.7 ± 19.7), but the difference was not significant. This study concludes that in Chinese medical students, PBL teaching was related to a higher disposition of critical thinking, but not to improved academic skills.
Dimensions of Problem Based Learning--Dialogue and Online Collaboration in Projects
Author: Andreasen,, Lars Birch
Date: 2013-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Student Projects,Computer Mediated Communication,Masters Programs,Student Participation,Teacher Role,Teaching Methods,Educational History,Educational Theories,Educational Development,Technology Education,Information Technology,Group Dynamics,Cooperative Learning,Foreign Countries

The article contributes to the discussions on problem based learning and project work, building on and reflecting the experiences of the authors. Four perspectives are emphasized as central to a contemporary approach to problem- and project-based learning: the exploration of problems, projects as a method, online collaboration, and the dialogic aspect of students' project work. A specific focus is on how the problem- and project-based learning approach developed in Denmark historically and theoretically, and how it unfolds today discussed through a case of the Danish Master programme in ICT and Learning (MIL), focusing on changes in the roles of teachers as supervisors, and the involvement of students in course and project activities.
Gender Differences in Calling and Work Spirituality among Israeli Academic Faculty
Author: Lazar, Aryeh
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Gender Differences,College Faculty,Career Choice,Individual Characteristics,Questionnaires,Work Environment,Interpersonal Relationship,Experience,Social Influences,Likert Scales,Multivariate Analysis

In order to examine possible gender differences in work calling and work spirituality, 68 university academic faculty members responded to self-report multidimensional measures of these constructs. No gender differences were found for the attribution of the source of a transcendent summons, with a majority of respondents indicating internal potential, society's needs, destiny, and family tradition as sources of this summons. MANOVA indicated that women had higher scores in comparison with men for two dimensions of calling--search for a transcendent summons and prosocial motivation--and for two dimensions of work spirituality - engaging work and mystical experience at work dimensions of work spirituality.
Producing and Scrounging during Problem Based Learning
Author: Vickery, William L.
Date: 2013-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Game Theory,Socialization,Learning Processes,Models,Comprehension,Student Educational Objectives,Individual Differences,Group Dynamics,Learning Motivation,Group Discussion,Discussion Groups,Cooperative Learning,Student Evaluation,Information Transfer,Adoption (Ideas),Access to Information,Group Structure,Learner Engagement

When problem based learning occurs in a social context it is open to a common social behaviour, scrounging. In the animal behaviour literature, scroungers do not attempt to find resources themselves but rather exploit resources found by other group members (referred to as producers). We know from studies of animal behaviour (including humans) that scrounging can be expected whenever animals exploit resources in groups. We also know that scrounging can have deleterious effects on the group. We can expect scrounging to occur during social learning because the exchange of information (which I will consider here as a resource) is essential to social learning. This exchange can be seen as each individual scrounging from the other members of the group whenever the individual learns from the work of others. However, there is a danger if some individuals learn mostly through their own efforts while others indulge in &quot;social loafing&quot; relying heavily on colleagues to provide knowledge. Here I propose that game theory models developed to analyse feeding in animal societies may also apply to social learning. We know from studies of birds feeding in groups that scrounging behaviour depends on the extent to which resources can be shared. Further, when scrounging is prevalent groups tend to obtain fewer resources. By contrast, in social learning we attempt to facilitate sharing of knowledge. We thus encourage scrounging and run the risk of reducing learning within study groups. Here I analyse the role of scrounging in problem based learning. I argue that scrounging is inherent and necessary to any social learning process. However, it can have perverse effects if the acquisition of facts rather than understanding comes to dominate learning objectives. Further, disparities among individuals within a group can lead certain individuals to specialise in scrounging thus undermining the functioning of the group. I suggest that motivation, problem structure, discussion group dynamics, attention to results expected from students and careful evaluation can be used to encourage scrounging as a cooperative tactic while minimising its negative impacts on group &quot;performance.&quot;
The Potential Improvement of Team-Working Skills in Biomedical and Natural Science Students Using a Problem-Based Learning Approach
Author: Nowrouzian, Forough L.
Date: 2013-00-00
Type: Journal Articles
Subjects: Teamwork,Problem Based Learning,Teaching Methods,Science Instruction,Science Laboratories,Productivity,Self Esteem,Scientists,Biomedicine,Undergraduate Students,Learning Theories,Futures (of Society),Literature Reviews

Teamwork has become an integral part of most organisations today, and it is clearly important in Science and other disciplines. In Science, research teams increase in size while the number of single-authored papers and patents decline. Team-work in laboratory sciences permits projects that are too big or complex for one individual to be tackled. This development requires that students gain experience of team-work before they start their professional career. Students working in teams this may increase productivity, confidence, innovative capacity and improvement of interpersonal skills. Problem-based learning (PBL) is an instructional approach focusing on real analytical problems as a means of training an analytical scientist. PBL may have a positive impact on team-work skills that are important for undergraduates and postgraduates to enable effective collaborative work. This survey of the current literature explores the development of the team-work skills in Biomedical Science students using PBL.
Problem-Based Universal Design for Learning in Technical Communication and Rhetoric Instruction
Author: Williams, Joseph
Date: 2013-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Technical Writing,Audience Awareness,Scaffolding (Teaching Technique),Instructional Design,Rhetoric,Graduate Students,Doctoral Programs,Curriculum Design,Access to Education,Cooperative Learning,Skill Development,Delivery Systems,Technology Uses in Education,Interdisciplinary Approach

It is crucial for Tech Comm instructors to address challenges of audience within the artificial environment of classroom instruction. Without a distinct and specific audience, course content often remains theoretical and abstract, and students struggle both to connect the unknown to the known, and to generate meaningful and effective communication. As a consequence, teachers often ask students to create &quot;authentic&quot; audiences in order to provide a tangible anchor for learning. Truly authentic audiences, however, are increasingly mixed, composed of constituents who have disparate interests and needs that must be addressed with multiple sophisticated appeals, arguments, and modalities. Theories of Problem-Based Learning (PBL) and Universal Design for Learning (UDL) can be used to embrace these complexities meaningfully, strengthening students' opportunities for learning through scaffolded instruction and flexible course design.
The Interpretation of Problem Based Learning: A Case Study
Author: Li, Huichun
Date: 2013-00-00
Type: Journal Articles
Subjects: Case Studies,Problem Based Learning,Higher Education,Foreign Countries,Curriculum Implementation,Instructional Effectiveness,Teaching Methods,Models,Curriculum Design,Interviews,College Students

Currently, there are a large number of higher education institutions transforming their traditional educational approaches to PBL. In order to address the challenges for PBL implementation for a university, it is quite necessary to investigate how the managers and staff members interpret PBL in practice. Through the exploration of a university which is in the process of transforming its traditional educational paradigm to PBL, we note that there is a lack of unified understanding of what PBL is at the university. Several different PBL interpretations emerge and some of them are quite inconsistent with, or even contradictory to each other, which further pose significant challenges to the university when implementing PBL. It should be acknowledged that the diversification of PBL interpretation is unlikely to avoid at a university. The diversity of PBL interpretation would create large tensions at a university, but it also points out new possibilities for the university.
Padawan&apos;s Journey: Remixing Star Wars Radio for Adolescent Literacy Education
Author: Davis, Mark J.
Date: 2016-00-00
Type: Journal Articles
Subjects: Technological Literacy,Story Telling,High School Students,Student Motivation,At Risk Students,Popular Culture,Oral Language,Reading Comprehension,Teaching Methods,Films,Radio,Reading Difficulties,Technology Uses in Education,Scripts

In this digital literacy project, struggling high school readers remixed the &quot;Star Wars&quot; canon through audio storytelling. The &quot;Star Wars&quot; phenomenon motivates adolescents who may be disengaged in the classroom. Students served as actors, Foley artists, and directors in the recording of brief episodes based on the original trilogy. The project heightens students' oral fluency and text comprehension by engaging in close reading and structured dialogue. Through the use of Chromebooks and Google Apps, students were able to move through the production process and the recordings demonstrate how students can be effective storytellers and produce an original remix audio production.
Evaluating Online Media Literacy in Higher Education: Validity and Reliability of the Digital Online Media Literacy Assessment (DOMLA)
Author: Hallaq, Tom
Date: 2016-00-00
Type: Journal Articles
Subjects: Media Literacy,Experimental Groups,Control Groups,Literacy Education,Correlation,Pilot Projects,Literacy,Technology Uses in Education,Undergraduate Students,Surveys,Focus Groups,Content Validity,Test Reliability

While new technology continues to develop and become increasingly affordable, and students have increased access to digital media, one might wonder if requiring such technology in the classroom is akin to throwing the car keys to a teenager who has not completed a driver's education course. The purpose of this study was to develop a valid and reliable quantitative survey providing accurate data about the digital online media literacy of university-level students in order to better understand how digital online media can and should be used within a teaching/learning environment at a university. This study identifies core constructs of media literacy as recognized by noted researchers including ethical awareness, media access, media awareness, media evaluation, and media production. Because of the familiarity with media technology by today's traditional higher education students and the expectation to incorporate these tools in the classroom, the digital divide that once was separated by socio-economic status may be shifting instead to divide generations. While this study is confined to the creation of the instrument, the survey--in the future--is intended to measure digital media literacy levels in both university students and faculty to determine if differences exist between those two groups and to better understand how digital media can and should be used within a teaching/learning environment at a university. Using a 12-step process, the study resulted in a 50-item instrument allowing a quantitative measurement of digital online media literacy. Results repeatedly showed a reliable instrument when viewed as a whole, with individual constructs indicating varying degrees of reliability on their own. The instrument was found to be reliable with a 0.919 overall coefficient.