Journal of Problem Based Learning in Higher Education <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> en-US <p><a href=""><img src="/public/site/images/admin/cc_881.png" alt="" /></a></p><p>Articles published in Journal of Problem Based Learning in Higher Education are following the license <a href="">Creative Commons <span style="display: inline;">Attribution-NonCommercial-NoDerivs 3.0 Unported</span> (<span style="display: inline;">CC BY-NC-ND 3.0</span>)</a></p><p>Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License: Attribution - NonCommercial - NoDerivs (by-nc-nd). Further information about <a href="">Creative Commons</a></p> (Thomas Ryberg) (Jane Bak Andersen) Wed, 28 Feb 2018 10:11:20 +0100 OJS 60 Lessons Learned Implementing Project-Based Learning in a Multi-Campus Blended Learning Environment <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> Joao Alberto Arantes do Amaral, Cintia Rejane Möller Araujo, Rebeca Júlia Rodrigues Lino dos Santos ##submission.copyrightStatement## Wed, 11 Apr 2018 15:53:31 +0200 Laptop Riser, a Useful PBL Project for Diploma Students in Engineering Design <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> Ahmad Sedaghat, Ammar Al Shalabi, Armin Eilaghi, M. El Haj Assad ##submission.copyrightStatement## Wed, 28 Feb 2018 10:23:53 +0100 Clinic for Rehabilitation and Disability Psychology: A Psychological Master Degree Programme Resting on Problem-Based Learning <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> Chalotte Glintborg, Tia G.B. Hansen ##submission.copyrightStatement## Mon, 09 Apr 2018 15:14:11 +0200 A Case Study of Formative Assessment Using Mobile Applications and Peripherals to Encourage ‘Real-Life’ Critical Analysis in the Biosciences <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> Daniel J Peart, Orrin J Fairhead, Keyleigh A Stamp ##submission.copyrightStatement## Mon, 09 Apr 2018 15:15:28 +0200 Factors Affecting the Team Formation and Work in Project Based Learning (PBL) for Multidisciplinary Engineering Subjects <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> Ahmad Sedaghat ##submission.copyrightStatement## Mon, 09 Apr 2018 15:12:14 +0200 Re-focusing the Creative Process: Blending Problem-Based Studio Practice and Online Reflection <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> Ben John Cunningham ##submission.copyrightStatement## Mon, 23 Apr 2018 10:31:52 +0200