Journal Cover
Journal of Problem Based Learning in Higher Education
Number of Followers: 12  

  This is an Open Access Journal Open Access journal
ISSN (Print) 2246-0918
Published by Aalborg University Homepage  [18 journals]
  • Entire issue

    • Authors: Annemette Helligsø
      PubDate: 2022-12-19
      DOI: 10.54337/ojs.jpblhe.v10i1.7606
      Issue No: Vol. 10, No. 1 (2022)
  • Editorial

    • Authors: Patrik Kjærsdam Telléus, Bettina Dahl Søndergaard
      PubDate: 2022-12-19
      DOI: 10.54337/ojs.jpblhe.v10i1.7605
      Issue No: Vol. 10, No. 1 (2022)
  • Exploring Approaches for Blended Learning in Life Sciences

    • Authors: Malene Brohus, Palle Duun Rohde, Simon Gregersen Echers, Klaus Westphal, Rasmus Ern, Helene Halkjær Jensen
      Abstract: Digital tools and platforms offer new solutions to design and conduct university teaching. This case illustrates how such digital solutions may be utilized in problem-based learning programmes within life science educations. Specifically, the case evaluated the use of live-streamed and recorded lectures, the incorporation of digital formative assessment in lectures, and the use of a digital platform to support experimental project work in a research laboratory. We find that digital solutions provide flexibility for both lecturers and students, advantageous options for collecting and sharing information, and for engaging students in their learning process. However, digital tools cannot replace all aspects of traditional in-person teaching, such as social interactions. Rather, when blended with in-person teaching, digital solutions have a large potential for supporting new forms of and approaches to both theoretical and experimental university teaching.
      PubDate: 2022-11-24
      DOI: 10.54337/ojs.jpblhe.v10i1.7304
      Issue No: Vol. 10, No. 1 (2022)
  • 360VR PBL: A New Format of Digital Cases in Clinical Medicine

    • Authors: Jacob Davidsen, Dorthe Vinther Larsen, Lucas Paulsen, Sten Rasmussen
      Abstract: In this paper, we present and discuss an explorative study on the use of a social 360° virtual reality (360VR) for supporting case-based Problem Based Learning (case-PBL) in clinical medical education. In the context of case-PBL, we argue that our social 360VR learning space extends the design and application of cases in medical education by including elements from project-PBL. Three groups tested the learning design as a part of the clinical exercises in their 5. Semester bachelor course. After the social 360VR activity, the students performed a physical examination of the collateral and cruciate ligaments of the knee like the one in the training material. Our preliminary findings indicate that the students immersed in social 360VR collaboratively establish a mutual understanding of how to perform the examination through identifying problems related to the examination and by taking responsibility for their own and the other group members learning.
      PubDate: 2022-10-31
      DOI: 10.54337/ojs.jpblhe.v10i1.7097
      Issue No: Vol. 10, No. 1 (2022)
  • Facilitating Postformal Thinking Through Problem-Based Learning in the
           History Survey Course: An Empirically Tested PBL Model

    • Authors: Charles Wynn
      Abstract: This case study presents a problem-based learning (PBL) model that guides general education history students to practice and acquire more advanced problem-solving skills – those found in postformal thinking systems – and to apply these thinking skills to develop and share solution alternatives both to periodized historical issues and to current problems and issues. The article also summarizes findings from three studies that tested the impact of the PBL model on students’ cognitive growth, level of course engagement, and perception of content relevance. These findings include student comments on the impact their PBL experiences had on their thinking skills and the usefulness of these skills in problem solving. The article concludes by providing tips on implementing the PBL model in a college general education history course.
      PubDate: 2022-10-07
      DOI: 10.54337/ojs.jpblhe.v10i1.7288
      Issue No: Vol. 10, No. 1 (2022)
  • Enhancing Students’ Problem-solving Skills through Project-based

    • Authors: Ebrahim Karan, Lisa Brown
      Abstract: The goal of the study is to overcome two main drawbacks of traditional science, technology, engineering, and math (STEM) pedagogical strategies using PBL - lack of student engagement and students who are not prepared for more complex problems. PBL teaching strategies practiced in an introductory class are assessed. Classroom observations and student surveys are used to determine at what level does the PBL affect students’ problem-solving skills. For the first half of the semester of the course, traditional lectures were used, during the second half, students are divided into experimental (PBL strategy) and control groups. The results of the survey and student grades are analyzed to determine a statistically significant difference between pre/post-study results. From the students’ perspective, there is a significant mean difference between their confidence level in solving problems before and after using PBL and the students earned higher grades compared to the students in the control group.
      PubDate: 2022-06-27
      DOI: 10.54337/ojs.jpblhe.v10i1.6887
      Issue No: Vol. 10, No. 1 (2022)
  • Variations in Project-Based Course Design

    • Authors: Eun Hye Son, Tara Penry
      Abstract: Project-based learning (PjBL) is seeing increasing scholarly interest and pedagogical use in higher education, but instances of PjBL do not neccesarily seek the same educational outcomes. Using the grounded theory method, the authors plot five courses in a PjBL program on a matrix of course design characteristics ranging from Fixed to Flexible and Individualistic to Cooperative. They describe four major variations of PjBL based on this matrix. Recognizing that PjBL courses vary in their use of student choice and student collaboration, the authors make recommendations for assessment researchers and for teachers wishing to develop new strategies that fit their institutional and disciplinary contexts.
      PubDate: 2022-06-07
      DOI: 10.54337/ojs.jpblhe.v10i1.6821
      Issue No: Vol. 10, No. 1 (2022)
  • Temporary Transitions to Online Problem-based Learning: Advice for Tutors
           and Learners

    • Authors: Dervla Kelly, Clare Conway, Sarah Harney, Helena McKeague
      Abstract: We provide a narrative review of the crucial elements for online Problem Based Learning (PBL) and a reflective overview of factors to consider when temporarily moving to online tutorials, forming a practical guide for educators in the health professions and beyond. We give general set-up advice based on the literature and our own recent experience (tutor and learner observational feedback, departmental meeting notes, newly-developed written resources and performance reports) of transitioning between temporary online PBL and face-to-face PBL but note that the majority of this advice translates easily to many types of virtual, interactive tutorial. We also include contextual evidence and theories from existing literature, with a focus on online PBL facilitation, learning and quality assurance. Despite widespread implementation of online teaching, there remain unanswered questions about whether deep learning occurs. The focus of this reflective paper is to better align online PBL practice with the principles of contextual, active, collaborative and self-directed learning and learning issues to be pursued.
      PubDate: 2022-05-24
      DOI: 10.54337/ojs.jpblhe.v10i1.6362
      Issue No: Vol. 10, No. 1 (2022)
  • An Academic and Personal Approach to Supervising Project Groups

    • Authors: Jesper Simonsen, Olav Storm Jensen
      Abstract: This article investigates and exemplifies the personal side of our supervising skills. This is inspired from psychotherapeutic research specialized in investigating open-minded contact and authentic meetings. The article is based on our experiences supervising project groups at Roskilde University. Supervision is sometimes a challenging task that may manifest and confront personally-related issues. We advocate combining an academic and personal approach to supervising project groups. We provide a range of empirical examples from the supervising project groups, illustrating the type of personal challenges we meet. These challenges are characterized and conceptualized, and some concrete ways to deal with them are proposed.
      PubDate: 2022-04-07
      DOI: 10.54337/ojs.jpblhe.v10i1.6693
      Issue No: Vol. 10, No. 1 (2022)
  • Improving Employability for Students through Co-Creation and External
           Collaboration: Experiences and Outcomes

    • Authors: Vibeke Andersson, Helene Balslev Clausen
      Abstract: This paper presents how a ninth semester teaching programme created employability skills among students. During the semester, students were expected to collaborate with a company or an organization to solve a task set by the external partner. The students used their academic and analytical skills and competences as a part of working with the ‘product’ (pitch and report), which they also delivered to the external partners. The students thus gradually became aware of the competences they used. The collaboration with companies and organizations formed part of and was integrated into the courses taught during the semester. The theories, concepts and themes presented in the instruction during the first part of the semester could be used by students in their collaboration with the external partner, both practically and theoretically. Students worked with external partners for six weeks during the second half of the semester.
      PubDate: 2022-04-04
      DOI: 10.54337/ojs.jpblhe.v10i1.6851
      Issue No: Vol. 10, No. 1 (2022)
  • Students’ Perceptions of Problem-Based Learning in Multidisciplinary
           Groups When Seeking to Solve an Engineering Grand Challenge

    • Authors: Michael Crichton, Hazel Crichton, Gregor Colville
      Abstract: This paper presents findings from a small-scale research study eliciting students’ perceptions of benefits and challenges of working in interdisciplinary groups to solve an engineering challenge using problem-based learning. Penultimate and final year undergraduates and postgraduate MSc students in the School of Engineering and Physical Sciences at a Scottish university, studying Robotics, Mechanical, Chemical, Electrical and Software Engineering worked in interdisciplinary groups of five on a project to provide solutions to the United States National Academy of Engineering Grand Challenges (NAEGC). Students were surveyed twice, using closed and open questions before and towards the end of the project. Data were analysed using a thematic approach. Findings showed that most students saw benefits to problem-based working with students from other disciplines, citing increased awareness of approaches, future ‘real world’ professional preparation and efficiency in problem solving. However, challenges around scheduling meetings and concerns around cross-discipline collaboration indicate that universities should provide training for students before undertaking such problem-based projects, to ensure maximum educational benefits. In addition, greater emphasis needs to be put on students’ awareness of the added benefits of development of the ‘soft skills’ needed for future professional practice.
      PubDate: 2022-03-11
      DOI: 10.54337/ojs.jpblhe.v10i1.6823
      Issue No: Vol. 10, No. 1 (2022)
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
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