https://journals.aau.dk/index.php/pbl/issue/feedJournal of Problem Based Learning in Higher Education2023-12-21T10:07:20+01:00Editor in Chief Patrik Kjærsdam Telléuspkt@hst.aau.dkOpen 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/8225Editorial2023-12-21T08:50:14+01:00Bettina Dahl Søndergaardbdahls@plan.aau.dkPatrik Kjærsdam Telléuspkt@hst.aau.dk<p>We are very happy to present volume 11, issue 3 of the Journal of Problem Based Learning in Higher Education. This year, we have already published two special issues, and this is our annual issue. It contains three papers and seven cases. Our number of full papers is smaller compared to what we normally publish but the two special issues have probably taken a few papers that might otherwise have found their way into the annual issue in more normal years. But this does not diminish the fact that we are very proud of this issue communicating essential studies and cases about PBL.</p>2023-12-21T00:00:00+01:00Copyright (c) 2023 Bettina Dahl Søndergaard, Patrik Kjærsdam Telléushttps://journals.aau.dk/index.php/pbl/article/view/7501Integrating Mathematical Modelling into Problem Based Research2022-12-07T08:54:59+01:00Muhammet Mustafa Alpaslanmustafaalpaslan@mu.edu.trBugrahan Yalvacyalvac@tamu.edu<p>Climate change put most species’ survival in danger because it substantially affects the climate in which the species live, the quality of the water they drink, as well as the temperature of the air or water. When climate change increases the temperature of the climate, excessive evaporation occurs in lands, lakes, seas, and oceans. Our purpose in this paper is to introduce a mathematical modelling activity embedded in Problem Based Learning (PBL) that allows students to investigate factors related to evaporation. Mathematical modelling is a popular technique of teaching mathematic concepts and skills and a method of inquiry about scientific phenomena that interests scientists. In the present activity, students use secondary data from trusted websites to test their hypotheses. Students are engaged in analyzing and interpreting data, generating and testing models, and discussing and presenting findings with their peers. The activity allows students the opportunity to examine the relationship between variables and predict one variable using the other. The activity has the potential to foster students’ computational and higher-order thinking skills.</p>2023-06-13T00:00:00+02:00Copyright (c) 2022 Muhammet Mustafa Alpaslan, Bugrahan Yalvachttps://journals.aau.dk/index.php/pbl/article/view/7792 Introducing a Problem Analysis Tool Implies Increasement in Understanding the Problem Analysis Among Students2023-05-07T14:09:55+02:00Clara Bendercsch@hst.aau.dkSimon Lebech Cichoszsimcich@hst.aau.dkPatrik Kjærsdam Telléuspkt@hst.aau.dkOle Kristian Hejlesenokh@hst.aau.dk<p>Problem-based learning (PBL) is the through-going didactics at Aalborg University, but literature shows how integrating PBL into project work is challenging for students. Studies indicate that students especially struggle with the problem analysis section, i.e., what it consists of, how the structure of the analysis should be, etc. Moreover, literature shows that ignorance among students leads to conflicts among group members. The aim of the study was to evaluate the consequences of introducing a problem analysis tool to master students working with a PBL project.</p> <p>Data analysis showed an increase (with significant p values) in the following 5 topics: 1) the problem analysis term, 2) problem analysis structure, 3) scientific argumentation, 4) learn to analyze instead of explaining, and 5) using literature to argue for a scientific problem.</p> <p>Significant results showed that students believed that they had increased their understanding of the term problem analysis after being introduced to the problem analysis tool.</p> <p> </p>2023-09-19T00:00:00+02:00Copyright (c) 2022 Clara Bender, Simon Lebech Cichosz, Patrik Kjærsdam Telléus, Ole Kristian Hejlesenhttps://journals.aau.dk/index.php/pbl/article/view/7886Using Problem-Based Learning (PBL) in an Undergraduate Ergonomics Course2023-10-10T13:21:32+02:00Berna Ulutasbernaulutas@gmail.com<p>Ergonomics courses typically cover a range of topics related to the design and organization of workplaces to optimize human performance and well-being while minimizing injury risk and discomfort. This study introduces the PBL application steps to attract attention to the importance of noise not only in workplaces but also in daily life. The driving question is determined as “How can we assess and minimize the perceived daily noise exposure of people to sustain hearing health?”. Then, the students are asked to evaluate the PBL activities at the end of the term. Among the students who completed all activities, 60% strongly agreed, 32% agreed that PBL contributed to the understanding of the subject, and only 8% stated that PBL didn’t make a significant contribution when learning the topic of concern. The PBL framework developed for “noise” has the potential to be enhanced and adapted for other topics in this course. </p>2023-11-16T00:00:00+01:00Copyright (c) 2022 Berna Ulutashttps://journals.aau.dk/index.php/pbl/article/view/7584Interdisciplinary Pedagogy through Problem-Based Learning2023-01-31T19:11:21+01:00Mona Jarrah mona.jarrah@mail.utoronto.caBethlehem Girmaybeth.girmay@mail.utoronto.caObidimma Ezezikaoezezika@uwo.ca<p>This case study piloted an interdisciplinary Problem-Based Learning course, utilizing Hung’s (2006) 3C3R model. We explain the course design, curriculum, and implementation. We collected qualitative written questionnaires from students who participated in the course to investigate their learning experiences. As a result, students shed light on lessons they learned throughout the course, which led to the creation of a lessons learned guide for future instructors. This guide encompasses 8 lessons that were gleaned by both qualitative student feedback and instructor reflections from the course. These lessons include allocating in-class time to work on projects, using a modular approach in the course design, presenting students with real-life problems related to the topic of the course, providing in-class case studies for students to get acquainted with examples of previous work, grouping students from diverse academic backgrounds together when possible, utilizing online and librarian resources, surveying the classroom on their comfort with self-directed learning beforehand, and including a self-reflection piece at the end of the course.</p>2023-06-29T00:00:00+02:00Copyright (c) 2022 Mona Jarrah , Bethelehem Girmay, Obidimma Ezezikahttps://journals.aau.dk/index.php/pbl/article/view/7828Problem-Based Learning Approach Facilitating Sustainable Waste Management 2023-09-07T14:31:44+02:00Søren Løkkeloekke@plan.aau.dkHelle Nedergaard Nielsenhelle@plan.aau.dkJette Egelund Holgaardjeh@plan.aau.dk<p>This work provides inspiration to foster Problem-Based Learning (PBL) in teaching practices related to waste management. Problem-Based Learning is about providing a learning environment where students can work practically and theoretically with problems of relevance for society. In this learning process, students themselves will define societally important problems and direct the problem identification, problem analysis, and problem-solving processes. The PBL approach at the engineering and technical faculties at Aalborg University acts as a case of inspiration to exemplify how the structure of a problem-based project can foster students’ competencies and agency to contribute to a circular economy related to waste.</p>2023-12-21T00:00:00+01:00Copyright (c) 2023 Søren Løkke, Helle Nedergaard Nielsen, Jette Egelund Holgaardhttps://journals.aau.dk/index.php/pbl/article/view/7390Using Scratch to Teach Coding in Massive Online Open Courses2022-12-16T10:03:14+01:00Joao Alberto Arantes do Amaraljoaoalberto.arantes@gmail.com<p>In this case study, we present our findings regarding a massive open online Scratch programming course. The course, which followed a project-based learning approach, was delivered from July 4 to 30, 2022 to 186 students in Brazil. The students were challenged to develop individual coding projects. Our research goal was to investigate teaching and learning course dynamics. We followed a convergent parallel mixed-method approach. We collected quantitative and qualitative data by means of questionnaires. We were able to identify five intertwined feedback loops that drove the educational process. Our main findings are as follows: 1) The development of coding skills was driven by the effort of watching video-lectures, remixing of peers’ codes, and by sharing knowledge between the students. 2) The project-based learning approach created opportunities for the students to collaborate and exchange ideas.</p>2023-12-21T00:00:00+01:00Copyright (c) 2023 Joao Alberto Arantes do Amaralhttps://journals.aau.dk/index.php/pbl/article/view/7779Improved PBL Hybrid with LBL is Benificial to Fundamental Knowledge Acquisition in a Large Class Prior to Medical Internship2023-05-25T08:24:02+02:00Qing Liliqin140513@163.comWenjia Wang869585213@qq.comYoujun Mimiyj@lzu.edu.cnYafei Daidaiyf@lzu.edu.cnYu Luoluoy@lzu.edu.cnYaqin Linglingyq@lzu.edu.cnJuan Liljuan@lzu.edu.cn<p>Since pre-internship medical students appeared inefficient in acquiring fundamental knowledge in large classes, a hybrid instructional method of problem-and-lecture-based learning (PLBL) was designed to leverage the complementary strengths of PBL in reasoning under minimal guidance and LBL in immediate knowledge retention. We improved PBL (IPBL) in its instructional process and grading in a way that’s feasible in large classes, divided in IPBL almost 50 students into 7-10 squads as a figure simulating student counts in classic PBL class to strive for each squad member to achieve the same level of knowledge, and applied IPBL to about half of the instructional contents while LBL to another half for their complementary strengths. In this case, PLBL led to more number of test questions correctly answered by all students in a class, more students in higher test score buckets, and higher student perception scores on the methodology. PLBL facilitates fundamental knowledge acquisition in large classes within 50 students prior to medical internships.</p>2023-12-21T00:00:00+01:00Copyright (c) 2023 Qing Li, Wenjia Wang, Youjun Mi, Yafei Dai, Yu Luo, Yaqin Ling, Juan Lihttps://journals.aau.dk/index.php/pbl/article/view/8226Entire issue2023-12-21T10:07:20+01:00Full issueanhe@ikl.aau.dk<p>We are very happy to present volume 11, issue 3 of the Journal of Problem Based Learning in Higher Education. This year, we have already published two special issues, and this is our annual issue. It contains three papers and seven cases. Our number of full papers is smaller compared to what we normally publish but the two special issues have probably taken a few papers that might otherwise have found their way into the annual issue in more normal years. But this does not diminish the fact that we are very proud of this issue communicating essential studies and cases about PBL.</p>2023-12-21T00:00:00+01:00Copyright (c) 2023 Annemette Helligsøhttps://journals.aau.dk/index.php/pbl/article/view/7514Using Competition to Improve Students’ Learning in a Project-Based Learning Course2022-12-16T10:30:31+01:00Joao Alberto Arantes do Amaraljoaoalberto.arantes@gmail.comIzabel Patricia Meisteri.meister@unifesp.brValeria Sperduti Limavslima@unifesp.brGisele Grinevicius Garbegarbe@unifesp.br<p>In this article, we presented our findings regarding an online project-based learning course, delivered to 64 students from the Federal University of Sao Paulo, Brazil, during the COVID-19 pandemic, in the second semester of 2021. The course had the goal of teaching Project Management by means of a competition (the Data Science Olympics). Our goal was to investigate the systemic impacts of the competition on learning. Data was collected by means of a questionnaire and from comments posted on the teams’ websites. We followed a convergent parallel mixed methods approach. We analyzed the data using a causal loop diagram to connect the insights gained with quantitative and qualitative results. Our findings were as follows: 1)The use of competition in a project-based learning centered course helped the students to develop project management and data science skills, and fostered metacognition and knowledge sharing opportunities. 2)The Data Science Olympics increased the students’ intrinsic motivation to learn. 3)The project-based teaching practices (scaffolding the students’ learning, giving meaningful feedback to the students, and managing the activities) facilitated the students' learning. 4)The problems the students faced throughout the Project (dropouts, communication problems, lack of commitment, difficulty scheduling online team meetings) impacted negatively on the students' motivation.</p>2023-08-24T00:00:00+02:00Copyright (c) 2022 Joao Alberto Arantes do Amaral, Izabel Patricia Meister, Valeria Sperduti Lima, Gisele Grinevicius Garbehttps://journals.aau.dk/index.php/pbl/article/view/7527Students in Early Childhood Teacher Education and Their First Experience with Problem-Based Learning 2022-12-08T23:53:03+01:00Grete Skjeggestad Meyergrete@skmeyer.comIngunn Reigstadingunn.reigstad@nla.noLeila Serikovaleilaserikova@mail.ru<p>This comparative study examines how students from Early Childhood Teacher Education in Kyrgyzstan and Norway value their first experience with Problem-Based Learning. The study is a result of the collaboration between ECTE in Kyrgyzstan and Norway focusing on student-active learning. The research is important because there are few if any studies focusing on PBL in Early Childhood Teacher Education (ECTE), and little use of PBL as a basic norm in Kyrgyzstan. Our data consists of students’ anonymous, written, open-ended questionnaires. These are analysed by means of qualitative content analysis. We found evidence that students value collaboration, and in this report, we describe their experiences with the PBL-method and suggest some implications for the quality of learning. We discuss and compare similarities and differences in students’ experiences in light of cultural differences.</p>2023-12-21T00:00:00+01:00Copyright (c) 2023 Grete Skjeggestad Meyer, Ingunn Reigstad, Leila Serikovahttps://journals.aau.dk/index.php/pbl/article/view/7678A Case Example of Integrating Team-Based and Problem-Based Learning in Sex Therapy Courses in the U.S. and Austria2023-02-21T17:07:17+01:00Katherine Hertleinkatherine.hertlein@unlv.eduVarsha Sureshvarsha.suresh22@gmail.comTaylor Brownbrownt27@unlv.nevada.eduEdmond Davisedmond@redrockcounseling.comSarah Hechtersarah.hechter.mft@gmail.com<p>Introduction: Team-based learning and Problem-Based Learning can be integrated for in person and online psychology or behavioral health related courses in higher education.</p> <p>Statement of the Problem: Historically, team-based learning and problem-based learning have been considered separate (and seemingly competing) activities and not often conducted concurrently during a course.</p> <p>Literature Review: A review of the literature on team-based learning, however, has uncovered some cases where team-based learning and problem-based learning were integrated together in a course.</p> <p>Teaching Implications: The purpose of this article is to present a case example in which team-based learning and problem-based learning were integrated together in two master’s level sex therapy courses: one in the U.S. and one in Austria. The article describes how this integration was achieved through outlining the activities of the class and the possible benefits seen based on self-report.</p> <p>Conclusion: Integrating team-based learning and problem-based learning was an effective method for teaching two master’s level sex therapy courses and may have relevant application to psychology classes and/or treatment-oriented topics in behavioral health. </p>2023-12-21T00:00:00+01:00Copyright (c) 2023 Katherine Hertlein, Varsha Suresh, Taylor Brown, Edmond Davis, Sarah Hechter