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Dahlgren, Madeleine Abrandt; Dahlgren, Lars-Ove

doi:10.1023/a:1014819418051

Cited by 116 publications

(27 citation statements)

References 17 publications

(5 reference statements)

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“…This theme has emerged in literature about the use of student-centered pedagogy, like PBL. Studies have indicated that PBL takes more time than a traditional lecture [18]. Considering the similarities between the two pedagogies, CBL is expected to follow the same trend.…”

Section: Discussionmentioning

confidence: 99%

Changing the Learning Environment in the College of Engineering and Applied Science Using Challenge Based Learning

et al. 2015

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Abstract-Over the past 20 years there have been many changes to the primary and secondary educational system that have impacted students, teachers, and post-secondary institutions across the United States of America. One of the most important is the large number of standardized tests students are required to take to show adequate performance in school. Students think differently because they are taught differently due to this focus on standardized testing, thus changing the skill sets students acquire in secondary school. This presents a critical problem for colleges and universities, as they now are using practices for and have expectations of these students that are unrealistic for the changing times. High dropout rates in the colleges of engineering have been attributed to the cultural atmosphere of the institution. Students have reported a low sense of belonging and low relatability to course material. To reduce negative experiences and increase motivation, Challenge Based Learning (CBL) was introduced in an undergraduate Basic Electric Circuits (BEC) course. CBL is a structured model for course content with a foundation in problem-based learning. CBL offers general concepts from which students derive the challenges they will address. Results show an improved classroom experience for students who were taught with CBL.

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Section: Discussionmentioning

confidence: 99%

Changing the Learning Environment in the College of Engineering and Applied Science Using Challenge Based Learning

et al. 2015

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“…Researchers who conducted a large study of PBL courses comparing computer engineering students with those in other disciplines (Dahlgren, 2000(Dahlgren, , 2003Dahlgren & Dahlgren, 2002) observed some differences in the engineers' perceptions of group work and their use of course objectives in their study strategies. Engineering students were more likely than those in other disciplines to see the potential for collaborative knowledge-building within their PBL teams, but they were also more confident in their ability to solve the assigned problems (Dahlgren, 2003;Dahlgren & Dahlgren, 2002) .…”

Section: Pbl Implementations In Engineering Disciplinesmentioning

confidence: 99%

“…Engineering students were more likely than those in other disciplines to see the potential for collaborative knowledge-building within their PBL teams, but they were also more confident in their ability to solve the assigned problems (Dahlgren, 2003;Dahlgren & Dahlgren, 2002) . The engineering students used course objectives for self-checking their progress in the course…”

Section: Pbl Implementations In Engineering Disciplinesmentioning

confidence: 99%

“I Know This is Supposed to be More Like the Real World, But . . .”: Student Perceptions of a PBL Implementation in an Undergraduate Materials Science Course

Henry¹,

Tawfik²,

Jonassen³

et al. 2012

Interdisciplinary Journal of Problem-Based Learning

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This qualitative case study examines the initial implementation of a problem-based version of an undergraduate course in materials science for the purpose of identifying areas of improvement to the curriculum prior to a planned second implementation. The course was designed around problems that students work in small teams to solve under the guidance of facilitators, with early sequence problems designed to foster the problem-solving skills required to succeed in the course. This report describes students' impressions of and experiences in the course as they worked to solve the final problem at the end of the semester and compares those impressions, where applicable, to impressions gathered after they had completed the first problem near the beginning of the semester. Using grounded theory techniques to analyze the data, six central themes emerged from the implementation: course structure, facilitation roles, student roles, group processes, coconstruction, and resources. Implications for practice and potential instructional design solutions that may aid in future implementations are discussed.

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“…PBL is not without its difficulties, however. Students frequently report frustrations in managing and coping with group dynamics (Dahlgren and Dahlgren, 2002;Miller and Peterson, 2003;Spronken-Smith, 2005) as well as managing the increased workload and time demands that PBL can generate (Spronken-Smith, 2005;Yeung et al, 2003).…”

Section: Introductionmentioning

confidence: 99%

Incorporating Problem-Based Learning Strategies to Develop Learner Autonomy and Employability Skills in Sports Science Undergraduates

Martin

West²,

Bill³

2008

JoHLSTE

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This study investigated the impact of a 12-week problem-based learning (PBL) intervention on three psychological constructs (motivation, locus of control and self-esteem) linked to learner autonomy. Results indicated that there was a significant increase in the students' intrinsic motivation (P<0.05) and a non-significant shift towards an internal locus of control after the intervention period. Students perceived the benefits of PBL to be the opportunity to work in teams and to consider a wider knowledge base. A short course of PBL was successful in developing learner autonomy and other key employability skills alongside the application of content knowledge.

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Untitled

Cited by 116 publications

References 17 publications

Changing the Learning Environment in the College of Engineering and Applied Science Using Challenge Based Learning

Changing the Learning Environment in the College of Engineering and Applied Science Using Challenge Based Learning

“I Know This is Supposed to be More Like the Real World, But . . .”: Student Perceptions of a PBL Implementation in an Undergraduate Materials Science Course

Incorporating Problem-Based Learning Strategies to Develop Learner Autonomy and Employability Skills in Sports Science Undergraduates

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