Best Practices of Problem-Based Learning Implementation for IT Courses from Students Perspectives
Keywords:Problem-Based Learning, IT Courses, PBL Course Assessment, PBL Characteristics, PBL Practices, Students’ Perception, Soft Skills, Problem Solving, Critical Thinking, Teamwork, Leadership,
AbstractProblem-based learning (PBL) is a powerful learning approach that leads to enhance and sustain learning towards student centered, problem focused, self-reflective learning, and self-directed learning. This may improve student ability in problem solving, critical thinking, work as a teamwork, and leadership. All these soft skills are important to IT students as a preparation for their future career development. Unfortunately, there is no statistical evidence to support the effectiveness of the PBL implementation as claim by many researchers. Therefore, the top management of Higher Education Institution (HEI) is really concerned with the effectiveness of the Problem-based Learning (PBL) implementation of certain courses in the university. The effectiveness of the PBL implementation is actually depends on the best practices of the PBL implementation of the IT courses. Thus, this study aims to identify the factors and the relationship among factors that influence the best practices of PBL implementation of IT courses from students' perspectives. The student perception of the PBL implementation of IT courses also take-in consideration as one of the effective measurement in this study. The student’s perception is important to ensure the successfulness of the PBL implementation. The study involved three (3) main phases: firstly PBL implementation factors are identified, secondly, a PBL model of IT courses is constructing, and finally, the proposed PBL model is validated using statistical analysis. Four main factors are identified: PBL Course Assessment, PBL Characteristics, PBL Practices, and Students’ Perception. Based on these four factors, a PBL model is constructed. Then, based on the proposed PBL model, six hypotheses are formulated and analyzed to validate the model. The results show that all hypotheses are significantly acceptable. The result also shows that the PBL Characteristics and PBL Course Assessment factors are significantly influenced the PBL Practices and indirectly influenced the Students’ Perception of the PBL Implementation for IT courses. This PBL model can assist instructors, decision makers in enhancing the PBL learning strategy of IT courses. It is also can be tested to other courses in various educational domains in the future.
Mergendoller. J. R., Maxwell, N. L. and Bellisimo, Y. “The Effectiveness of Problem-Based Instruction: A Comparative Study of Instructional Methods and Student Characteristics”. Interdisciplinary Journal of Problem-Based Learning. Vol. 1(2), 2006.
Dochy, F., Segers, M., Bosshe, P.V.D. and Struyven, K. Learning Environments Research, vol. 8, pp. 41–66, @ Springer 2005.
Prosser, M., and Trigwell, K. “Understanding learning and teaching: the experience in Higher Education”. 1999. SRHE & Open University Press.
Graaff, E. D. and Kolmos. A. “Characteristics of Problem-Based Learning”. Int. J. Engng Ed. Vol. 19(5), pp. 657-662, 2003.
Elizondo-Montemayor, L.L. “Formative and summative assessment of the Problem Based Learning tutorial session using a criterion- referenced system”. International Association of Medical Science Educators. Vol. (14), pp. 8-14, 2004.
Phillips, D. C. “The good, the bad, and the ugly: the many faces of constructivism”. Educational Researcher, vol. 24(7), pp. 5-12, 1995.
Loyens, S. M. M. Kirschner, P. and Paas, F. Problem-based Learning. In K. R. Harris, S. Graham & T. Urdan (Eds.), APA Educational Psychology Handbook: 2011, Vol 2, Washington: American Psychological Association.
Yuan, H.B. William, B. Yin, L. Liu, M. Fang, J.B., and Pang D. Nursing
students' views on the effectiveness of problem-based learning. Nurse Education Today. PubMed, 2010.
Rideout, E. and Carpio. D. the Problem based learning model of nursing education. In E. Rideout, Transforming nursing education through problem based learning. 2001. pp. 21-47. Mississauga: Jones and Bartlett Publishers Inc.
How to Cite
TRANSFER OF COPYRIGHT AGREEMENT
The manuscript is herewith submitted for publication in the Journal of Telecommunication, Electronic and Computer Engineering (JTEC). It has not been published before, and it is not under consideration for publication in any other journals. It contains no material that is scandalous, obscene, libelous or otherwise contrary to law. When the manuscript is accepted for publication, I, as the author, hereby agree to transfer to JTEC, all rights including those pertaining to electronic forms and transmissions, under existing copyright laws, except for the following, which the author(s) specifically retain(s):
- All proprietary right other than copyright, such as patent rights
- The right to make further copies of all or part of the published article for my use in classroom teaching
- The right to reuse all or part of this manuscript in a compilation of my own works or in a textbook of which I am the author; and
- The right to make copies of the published work for internal distribution within the institution that employs me
I agree that copies made under these circumstances will continue to carry the copyright notice that appears in the original published work. I agree to inform my co-authors, if any, of the above terms. I certify that I have obtained written permission for the use of text, tables, and/or illustrations from any copyrighted source(s), and I agree to supply such written permission(s) to JTEC upon request.