A Review of Video Triggers and Video Production in Higher Education and Continuing Education PBL Settings

Rasi, Päivi; Poikela, Sari

doi:10.7771/1541-5015.1609

Cited by 39 publications

(36 citation statements)

References 35 publications

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“…It is important for students to focus on understanding how the PBL cycle proceeds in order to adopt the learning process (see also Lähteenmäki, 2006, pp. 48-49;Pekkinen, 2014;Rasi & Poikela, 2016;Saarinen-Rahiika & Binkley, 1998). The roles that are used in PBL tutorials, however, cause contradictory thoughts.…”

Section: Discussionmentioning

confidence: 99%

“…The cyclical PBL process used in the physiotherapy programs in this study was adapted mainly from Poikela and Poikela´s model of the PBL cycle, in which there are eight stages and two tutorial sessions (Poikela E. & Poikela S., 2006;Rasi & Poikela, 2016). During the whole physiotherapy education program, there were various PBL cycles, with the length and timing varying according to subject and study module.…”

Section: Methodsmentioning

confidence: 99%

“…The learning process is cyclical and several models of PBL have been developed (see Barrett, 2006;Barrows, 1985;Lu & Chan, 2015;Rasi & Poikela, 2016;Schmidt, 1983). In Finnish higher education, the PBL model modified by Poikela and Poikela (Poikela E. & Poikela S., 2006) is commonly used.…”

Section: Cyclical Pbl Processmentioning

confidence: 99%

“…The second tutorial begins the seventh stage, where the new knowledge is used to tackle the learning task and is then applied in constructing the problem in a new manner. Finally, during the eighth stage, the complete problem-solving and learning process is clarified and reflected on in light of the original problem (Poikela, E. & Poikela, S., 2006;Rasi & Poikela, 2016). Poikela and Poikela´s PBL model is used in the educational institutes in Finland where this study took place (Lähteenmäki, 2006).…”

Section: Cyclical Pbl Processmentioning

confidence: 99%

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Problem-Based Learning in Professional Studies from the Physiotherapy Students’ Perspective

Korpi¹,

Peltokallio²,

Piirainen³

2018

Interdisciplinary Journal of Problem-Based Learning

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The first students who studied according to a problem-based curriculum began their studies in the medical doctor education program at MacMaster University in 1966, and since the 1980s PBL has become a significant approach in vocational education. Problem-based learning (PBL) has a central part in students' learning in this study, which answers the question: How do physiotherapy students at bachelor's level understand the problem-based learning approach during their training to become professionals? PBL Meets Requirements of Working Life In working life, there is a need for experts who can solve different kinds of problems in a world that is becoming increasingly complex, which is why professional education needs to take into account the changing requirements of working life, and the different view of knowledge today. The difference can be looked at in the context of expertise. In content-based thinking, an expert is seen as a person who knows a lot, whereas in the alternative conception, expertise is seen as the ability to adopt a broad perspective when using information and to make relevant evaluations about what is problematic in certain situations (Margetson, 1991; Savery, 2015; Strobel & van Barneveld, 2009). PBL is grounded in experiential, collaborative, contextual, and constructivist theories of learning, and it aims to integrate different subjects and branches of knowledge (Savin-Baden & Major, 2004; Yew & Goh, 2016). PBL is an educational approach in which the focus of learning is on small group tutorials. The goals of the scenarios are to provide a context for learning, to activate prior knowledge, to motivate students, and to stimulate discussion. Learning is studentcentered, and self-directed learning is emphasized (Barrett,

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Cyclical Pbl Processmentioning

confidence: 99%

Section: Cyclical Pbl Processmentioning

confidence: 99%

See 2 more Smart Citations

Problem-Based Learning in Professional Studies from the Physiotherapy Students’ Perspective

Korpi¹,

Peltokallio²,

Piirainen³

2018

Interdisciplinary Journal of Problem-Based Learning

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“…Beside this, video can be part of the immersive simulation environments; can be installed in increasingly complex virtual learning environment with content, pictures, illustrations, and so on as previous study. (Rasi & Poikela, 2016). This study focus on producing a video about subject matter as learning process.…”

Section: Introductionmentioning

confidence: 99%

Enhancing Student Competencies Through Digital Video Production: A Project-based Learning Framework

Hoe

Chuan

Hanipah

et al. 2019

JBSEE

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Purpose: This study purposes to get a demonstration of students' competencies enhancement through a production of digital video project as a consequence the application of technology through project-based learning (PBL) framework. Thus, PBL is a key to support students to be more competitive in an external environment. Design/Methodology/Approach: The respondents were given 4 weeks to plan and organized the video project. Likert-type questionnaire is developed to identify students' viewpoint on the PBL method in enhancing student competencies. The data were collected through questionnaire from 63 respondents. Findings: There is a positive significant result in terms of student competencies through PBL framework which provides appropriate structure in determining the level of student competencies. Implications/Originality/Value: Students able to produce an educational based video on the topic they are learning. By integrating technology in Malaysia Education Curriculum through PBL, student competencies, which consist of communication, collaboration, creation and critical thinking was enhanced. PBL framework provides appropriate structure for determining the level of student competencies. This paper gives a framework which serves as a reference to facilitate the relevant policymaking in the secondary school education trend. This study adds to the comprehension on how PBL should be implemented in the classrooms to encourage students in to pursuing STEAM majors at the higher level.

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Use of live streaming systems in field‐based learning

McCay¹,

Lopez

Sansom³

et al. 2022

Wildlife Society Bulletin

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Field‐based learning is a key element in wildlife management curriculum as it is a valuable teaching tool for natural resource topics. There are multiple constraints that restrict use of field‐based learning techniques in wildlife programs that have been complicated by the COVID‐19 pandemic. Many academic programs were forced to rapidly transition to online instruction, but despite these difficulties, there was a need to provide interactive, in the field learning opportunities for students. This necessity resulted in the development of a live streaming system to provide an interactive learning experience (Leopold Live!). In this case study, we describe the technology used in Leopold Live! to augment an online, wildlife habitat management course at Texas A&M University, and the associated challenges and adjustments needed to improve delivery in the future. We conclude that Leopold Live! serves as a potential method to meet the challenge of providing interactive, field‐based learning in a distance education setting.

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A Review of Video Triggers and Video Production in Higher Education and Continuing Education PBL Settings

Cited by 39 publications

References 35 publications

Problem-Based Learning in Professional Studies from the Physiotherapy Students’ Perspective

Problem-Based Learning in Professional Studies from the Physiotherapy Students’ Perspective

Enhancing Student Competencies Through Digital Video Production: A Project-based Learning Framework

Use of live streaming systems in field‐based learning

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