Interactive processes and learning attitudes in a web-based problem-based learning (PBL) platform
This paper discusses the steps taken to set up a digital logic course problem through a problem-based learning (PBL) constructivist approach. PBL is the learning which results from the process of working toward the understanding and resolution of a problem. The purpose of this study was to develop and implement problem-based learning in a digital logic course in a senior vocational industrial high school. Data collection included content analysis and a questionnaire survey. Content analysis was used to evaluate the students discussion messages, quality of dialogue, and the level of problem-solving activities. A survey was then administered to examine the students learning attitudes and perceptions toward this platform as a possible tool for PBL learning. Researchers found Peer-responses category is the most messages; the contents of messages focus on General explanation and Reaction; the level results of all groups problem-solving are similar; the index of the Interaction satisfaction level is the highest in PBL activity. Finally, some research suggestions were also proposed.
interactive processes learning attitudes pbl digital logic collaborative learning senior vocational industrial high school students