https://journals.aau.dk/index.php/pbl/issue/feed Journal of Problem Based Learning in Higher Education 2018-12-19T19:15:40+01:00 Thomas Ryberg ryberg@hum.aau.dk Open Journal Systems <p>The Journal of Problem Based Learning in Higher Education (JPBLHE) represents state of the art research in the theory and practice of PBL in higher education and actively seeks to promote transformative and progressive university pedagogy.</p> https://journals.aau.dk/index.php/pbl/article/view/2583 Editorial 2018-12-19T19:15:39+01:00 Bettina Dahl Søndergaard bdahls@plan.aau.dk Thomas Ryberg ryberg@hum.aau.dk 2018-12-19T09:43:05+01:00 ##submission.copyrightStatement## https://journals.aau.dk/index.php/pbl/article/view/1928 Lessons Learned Implementing Project-Based Learning in a Multi-Campus Blended Learning Environment 2018-12-19T10:28:07+01:00 Joao Alberto Arantes do Amaral jarantes@alum.mit.edu Cintia Rejane Möller Araujo cintiamolleraraujo@terra.com.br Rebeca Júlia Rodrigues Lino dos Santos rebeca_julia@hotmail.com <p>In this article, we describe a project management course developed in a multi-campus, blended learning environment, with the participation of 14 NGOs. There were 70 undergraduate students involved, from three campuses of the Federal University of São Paulo, Brazil. We discuss how the course was conceptualized, provide an outline of its curriculum and online components, and analyze its successes and failures. To gather data, we used a convergent parallel mixed method approach, and we analyzed this data by means of a systemic analysis.</p> <p>We found that working with real clients on real projects, in a multi-campus blended learning environment, increases the students’ motivation to learn, develop skills, and complete projects. However, the occurrence of students dropping out of the course is demotivating and stressful to the remaining students and to the community partners.</p> <p>We also found that the distances involved (between campuses and between campuses and NGO facilities), along with course schedule conflicts, make it difficult to establish rhythms between face-to-face activities and online activities. However, we also found that the intensive use of information technology can help overcome problems caused by distance and course schedule conflicts.</p> 2018-12-18T00:00:00+01:00 ##submission.copyrightStatement## https://journals.aau.dk/index.php/pbl/article/view/2140 How does organisational culture influence the process of implementing PBL? 2018-10-16T09:33:35+02:00 Heilyn Camacho hcamacho@hum.aau.dk Mayela Coto mcoto@una.cr Kenneth Mølbjerg Jørgensen kmj@business.aau.dk <p class="Abstract"><span lang="EN-GB">With the growing demand to use pedagogical approaches to foster 21<sup>st</sup>-century skills such as problem solving, creativity, critical thinking, collaborative learning and innovation, problem-based learning (PBL) has been the pedagogical approach chosen by many educational institutions. However, moving from traditional teaching to PBL demands an organisational change. Although organisational culture is widely recognised as a critical success factor in the implementation of PBL, the literature provides very limited insight into how it influences the implementation process of PBL. This paper provides an empirical analysis of the influence of organisational culture on PBL implementation. The research is based on the analysis of two groups that have been involved in implementing PBL for several years. A focus group interview was conducted with each group to identify traits of organizational culture. The Organizational Culture Assessment Instrument (OCAI) was applied to identify the dominant type of culture in each group. The findings indicated that some cultural traits better supported the implementation of PBL. In particular, traits of clan culture were identified to be more aligned with PBL principles. In addition, understanding the current culture of a given organisation enables people to be more aware of the level of change that is required to implement PBL in their organisations.</span></p> 2018-10-11T00:00:00+02:00 ##submission.copyrightStatement## https://journals.aau.dk/index.php/pbl/article/view/1992 Random allocation of students into small groups in problem-based learning can create significant between-group variation during the assessment process 2018-10-16T13:38:22+02:00 Timothy Work work.timothy@uqam.ca Yves Mauffette mauffette.yves@uqam.ca <p>In problem-based learning large cohorts of students are divided into smaller groups that pursue learning objectives with separate instructors called tutors. This presents challenges for tutors tasked with providing similar educational experiences and assessment of multiple groups of students. Here we evaluated between-group variation in test scores that are attributable solely to random sampling without replacement process used to form smaller groups. We then compared this with the actual between-group variation in test scores in a university-level zoology class over 4 years. We found the variation attributable exclusively to group formation accounted for a 14.4-16.2 point differential between groups whereas differences in empirical test scores attributable to group formation and other factors such as tutor capacity and group dynamics ranged from 12-18 points and rarely exceeded the variation inherent solely to group formation. This implies ad-hoc strategies for reducing variation between groups at the assessment phase will have limited success.</p> 2018-10-11T00:00:00+02:00 ##submission.copyrightStatement## https://journals.aau.dk/index.php/pbl/article/view/2193 PBL and mixed-background groups on Master’s programmes 2018-11-09T19:10:41+01:00 Mie Engen engen@socsci.aau.dk Mia Arp Fallov fallov@socsci.aau.dk Rune Hagel Skaarup Jensen rune@learning.aau.dk Julie Borup Jensen jbjen@learning.aau.dk Ole Ravn orc@learning.aau.dk <p>This article presents the main findings of an applied research project, which studied student experiences of the challenges and opportunities of Problem-Based Learning (PBL) in two master programmes (MPs) at Aalborg University (AAU) characterised by diverse student groups, who bring different educational backgrounds, skills and experiences to the table. Research shows that PBL holds a potential for integrating and promoting learning outcomes for diverse student population, but also that heterogeneity can have negative influence on group dynamics and collaboration central in PBL, but how students experience this is under-researched. The investigation shows that diversity in terms of age differences and varieties in educational backgrounds are experienced both as challenges in teaching situations, but also as an opportunity to increase student learning over time. The study concludes with recommendations for practical alterations of the introduction to and conditions for the PBL model.</p> 2018-11-09T00:00:00+01:00 ##submission.copyrightStatement## https://journals.aau.dk/index.php/pbl/article/view/2308 Teaching Critical Thinking Within an Institutionalised Problem Based Learning Paradigm - Quite a Challenge 2018-11-30T10:32:57+01:00 Heilyn Nunez Camacho hcamacho@hum.aau.dk Ellen Christiansen ellen@hum.aau.dk <p>This paper reviews the design of a ‘Professional Inquiry’ course taught for four years to Information Studies students at Aalborg University, Denmark, within the pedagogical paradigm of Problem Based Learning (PBL). The course teaches students how to formulate research questions and scientific problems, and determine what is worthwhile knowing within the field of informatics. While no contradiction was foreseen at the outset of the study, the following dilemmas surfaced over the four years, putting the development of critical reflection skills at risk: (1) while project work revolves around real-world problem-solving, critical thinking requires inquiries into what we already know, the ways we know,and why we know and not know, therefore, it implies reformulating the problem several times; (2) making critical thinking the subject of a course might prevent students from conceptualising it as part of all scholarly thinking; (3) time needed to think critically is eclipsed by other demands on the students’ study time; and (4) the hours allocated for the course make it difficult for teachers to introduce the curriculum and meet the students where they are.</p> 2018-11-30T10:31:03+01:00 ##submission.copyrightStatement## https://journals.aau.dk/index.php/pbl/article/view/2148 Laptop Riser, a Useful PBL Project for Diploma Students in Engineering Design 2018-04-09T15:19:17+02:00 Ahmad Sedaghat ahmadsed@gmail.com Ammar Al Shalabi a.alshalabi@ack.edu.kw Armin Eilaghi a.eilaghi@ack.edu.kw M. El Haj Assad massad@sharjah.ac.ae <p>A useful project is identified for the semester-four diploma students in their final workshop of mechanical engineering program in the school of engineering at Australian college of Kuwait (ACK). ACK is putting significant emphasis in project based learning (PBL) and is developing new courses for both diploma and degree programs according to PBL style. In the final workshop project, it is required that the students design and manufacture a foldable laptop riser during fourteen weeks of their works. This project uses welding, cutting, drilling, and bending processes. It is expected that the deliverable product of this workshop is to be used in offices of ACK faculties and staff to raise the laptop height to provide an ergonomic and healthy office use. Students gain experiences in developing their own ideas, acquainted with preliminary design calculations, make sketches and drawings, build their laptop risers, and report their learning outcomes. &nbsp;The students are allowed to work individually or in a team of two to three students. The students are asked to satisfy specific requirements and fulfill certain restrictions such as pre known available materials, sizes and dimensions, and quality of finished product. We found that students are satisfied with their learning and developed skills and also enjoyed to see their end products are utilized in the ACK offices.</p> 2018-02-28T10:23:53+01:00 ##submission.copyrightStatement## https://journals.aau.dk/index.php/pbl/article/view/1809 Clinic for Rehabilitation and Disability Psychology: A Psychological Master Degree Programme Resting on Problem-Based Learning 2018-04-09T18:42:56+02:00 Chalotte Glintborg cgl@hum.aau.dk Tia G.B. Hansen tia@hum.aau.dj <p><em>Problem-based learning (PBL) is widely recognised as a pedagogical approach across disciplines. However, the relevance and application of PBL in psychology has received limited attention. Therefore, this article presents a PBL-based master degree programme for psychologists. The article is divided into three sections. First, we present the rationale and need for developing this programme. Secondly, the programme curriculum is described in details and, third, the programme’s practical and theoretical aspects and potentials are discussed in light of PBL principles. </em></p> 2018-04-09T15:14:11+02:00 ##submission.copyrightStatement## https://journals.aau.dk/index.php/pbl/article/view/1900 A Case Study of Formative Assessment Using Mobile Applications and Peripherals to Encourage ‘Real-Life’ Critical Analysis in the Biosciences 2018-04-09T18:42:55+02:00 Daniel J Peart daniel.peart@northumbria.ac.uk Orrin J Fairhead o.fairhead@northlindsey.ac.uk Keyleigh A Stamp k.stamp@northlindsey.ac.uk <p>This paper shares a practice of encouraging critical analysis in science students by comparing mobile applications and peripherals to traditional tools to record physiological variables such as heart rate and blood pressure. A progressive series of case studies is described with learning outcomes mapped to the benchmark statement for Bioscience from the United Kingdom's Quality Assurance Agency. A student reflection and staff commentary of the practice is also offered.</p> 2018-04-09T15:15:28+02:00 ##submission.copyrightStatement## https://journals.aau.dk/index.php/pbl/article/view/2002 Factors Affecting the Team Formation and Work in Project Based Learning (PBL) for Multidisciplinary Engineering Subjects 2018-04-09T18:42:57+02:00 Ahmad Sedaghat ahmadsed@gmail.com <p>The main challenges facing a project based learning (PBL) facilitator in Australian College of Kuwait (ACK) is addressed here in team forming for multidisciplinary PBL subjects of diploma students in mechanical and civil engineering. These challenges include the type of projects, how to team up students, how to proceed with planning, how to swap planning outputs among teams, and how to proceed with implementation of a project. Having executed several multidisciplinary subjects over few years in ACK, a survey was conducted from the facilitators and students at the school of engineering to identify the main concerns of both facilitators and students in creating teams and maintaining teamwork to tackle a real life engineering problem. A questioner consist of 7 questions were distributed and the answers were collected from 10 facilitators and 60 students from both diploma programs. Analyzing the data collected from the survey, the ideal number of students in each team was identified as four students per team; two students from each discipline. Moreover, students believe that they can perform better if they are allowed to select their teammates rather than be grouped randomly by the facilitator. The preferences of students on selecting their teammates was based on the criteria of friendship, hardworking, easy going, or being helpful. Moreover, the results of survey indicate that the social/cultural issues such as gender, religious, and ethnicity are also important in forming the teams.</p> 2018-04-09T15:12:14+02:00 ##submission.copyrightStatement## https://journals.aau.dk/index.php/pbl/article/view/2175 Re-focusing the Creative Process: Blending Problem-Based Studio Practice and Online Reflection 2018-04-23T10:31:54+02:00 Ben John Cunningham bcunningham@millersville.edu <p>To promote the development of greater creativity in my students’ design work, I created an online tool—called Reflective Inquiry (RI)—that accompanies all of my open-ended assignments&nbsp; and that I require students to submit with each project.&nbsp; The RI is composed of a series of prompts that students must respond to, almost daily, to explain and illustrate their thinking processes and decisions.&nbsp; I ask students to think critically about questions such as “what don’t you understand about this assignment?”&nbsp; “what materials are you exploring?” and “why these materials?”&nbsp; In addressing a series of questions about basic ideas, historical research, materials, production, and future application of concepts, students articulate their thinking, acknowledge their confusions, identify creative concepts, and observe their own artistic development.&nbsp; Being digital, RI can house student audio and video examples of their work in progress as well as serve as a dynamic platform for critiquing and classroom sharing.</p> 2018-04-23T10:31:52+02:00 ##submission.copyrightStatement## https://journals.aau.dk/index.php/pbl/article/view/1864 Assessment for Project-Based Courses 2018-10-11T19:06:47+02:00 James R. Fugate jrfnct@rit.edu <!--[if gte mso 9]><xml> <o:OfficeDocumentSettings> <o:AllowPNG/> </o:OfficeDocumentSettings> </xml><![endif]--><span style="font-size: 12.0pt; font-family: 'Times New Roman',serif; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">A project-based course is where students engage in a series of projects, which help lead students to a defined level of skill as specified in the course goals. Unlike a traditional lecture course where students are given examinations to assess the level of student knowledge and understanding, a project-based course may not include any formal examination. The assessment of student progress is often based on the quality of course projects. For this research, students in project-based courses were given a formal exam at the end of the course. The objective of the exam was to determine if there was a discrepancy between student performance on the exam and their projects. While the majority of students performed remarkably similarly on their exam and projects, a number of students (25%) did perform quite differently. 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</xml><![endif]--><!--[if gte mso 10]> <style> /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin-top:0in; mso-para-margin-right:0in; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0in; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri",sans-serif; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin;} </style> <![endif]--><!--[if gte mso 9]><xml> <o:OfficeDocumentSettings> <o:AllowPNG/> </o:OfficeDocumentSettings> </xml><![endif]--><span style="font-size: 12.0pt; font-family: 'Times New Roman',serif; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">A project-based course is where students engage in a series of projects, which help lead students to a defined level of skill as specified in the course goals. Unlike a traditional lecture course where students are given examinations to assess the level of student knowledge and understanding, a project-based course may not include any formal examination. The assessment of student progress is often based on the quality of course projects. For this research, students in project-based courses were given a formal exam at the end of the course. The objective of the exam was to determine if there was a discrepancy between student performance on the exam and their projects. While the majority of students performed remarkably similarly on their exam and projects, a number of students (25%) did perform quite differently. 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Priority="49" Name="Grid Table 4 Accent 1"/> <w:LsdException Locked="false" Priority="5 2018-10-11T09:02:48+02:00 ##submission.copyrightStatement## https://journals.aau.dk/index.php/pbl/article/view/2584 Entire issue 2018-12-19T19:15:40+01:00 Annemette Helligsø anhe@learning.aau.dk 2018-12-19T09:42:24+01:00 ##submission.copyrightStatement##