Conducting Online Problem-based Learning Tutorials during the COVID-19 Pandemic

Atwa, Hani; Hassan, Nahla; Nasser, Asmaa Abdel

doi:10.5812/jme.114412

Cited by 2 publications

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“…It reported that using online PBL was well-received by undergraduate students. Tutors and students could still maintain even better interaction due to the absence of such constraints as space and the reduction of possible anxiety associated with face-toface discussion in traditional PBL [13]. Haslam et al observed that students who have worked in PBL project groups had a more positive experience with online learning, which indicates that belonging to a project group can increase students' motivation to participate in online teaching activities [14].…”

Section: Pbl and Online Educationmentioning

confidence: 99%

Students Sense of Belonging and Academic Performance via Online PBL: A Case Study of a University in Hong Kong during Quarantine

Liu

Yang

2022

IJERPH

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Innovative educational adaptations have been essential during the COVID-19 pandemic. Against the backdrop of school closures in Hong Kong resulting from unrest and COVID-19, this study proposed using Problem-Based Learning (PBL) in online courses and empirically examined the influence of the PBL learning methodology on online learners’ sense of classroom belonging and academic performance. A total of 44 sophomores pursuing electrical and electronic engineering majors and taking “Practical Chinese for engineering students” as a compulsory course at the University of Hong Kong participated in the study. They were divided evenly between the experimental group C1 and the control group C2 (22 in each). We implemented online PBL learning for the experimental group, C1, and traditional online learning for the control group, C2. Quantitative data were collected via an achievement test and a scale on sense of classroom community. Qualitative data were obtained through a semi-structured focus group discussion. The quantitative results showed that the students who received the PBL learning method scored higher on tests, experienced a stronger sense of classroom belonging, and had closer connections with each other. A content analysis of student interviews revealed that implementation of the PBL learning method in online teaching could strengthen students’ classroom interactions and that the enhancement of their mutual connections could stimulate learning and improve learning efficiency. Overall, this study finds that the PBL learning method is effective in promoting students’ deep active learning and sense of community in the online environment.

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Section: Pbl and Online Educationmentioning

confidence: 99%

Students Sense of Belonging and Academic Performance via Online PBL: A Case Study of a University in Hong Kong during Quarantine

Liu

Yang

2022

IJERPH

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Evaluation of Knowledge, Skill and Satisfaction Level of Laboratory Sciences Students in Pre-laboratory Immunohematology Course Using Virtual Flipped Classroom

Seidi,

Amiri

2024

J Med Edu

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Background: Medical education emphasizes the importance of facilitating deep learning, promoting professional behavior, and fostering skillful problem-solving in practical courses. Objectives: To determine student satisfaction, knowledge, and skill levels using the virtual flipped classroom method for the pre-laboratory immunohematology course in laboratory sciences. Methods: This semi-experimental (before-after) study included 42 laboratory science students who completed the practical immunohematology course. The intervention involved three steps of the virtual flipped classroom method. Knowledge was assessed with multiple-choice questions (MCQs), satisfaction was measured using a rating scale, and students' skills were evaluated using a rating scale. Data were analyzed using descriptive and analytical statistical tests in STATA 14. Results: The results showed that the post-test knowledge score had an average of 7.42, significantly higher than the pre-test score of 4.04 (P < 0.05). Additionally, 92.85% of students reported being satisfied with the course. Regarding skill evaluation, 95.23% of students stated, "I think I have now really achieved it or a part of it." Conclusions: The virtual flipped classroom method in the immunohematology pre-laboratory course had a positive impact on students' learning and satisfaction. This teaching approach has the potential to improve teaching effectiveness, create an interactive learning atmosphere, and could be implemented in similar courses.

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Conducting Online Problem-based Learning Tutorials during the COVID-19 Pandemic

Cited by 2 publications

References 1 publication

Students Sense of Belonging and Academic Performance via Online PBL: A Case Study of a University in Hong Kong during Quarantine

Students Sense of Belonging and Academic Performance via Online PBL: A Case Study of a University in Hong Kong during Quarantine

Evaluation of Knowledge, Skill and Satisfaction Level of Laboratory Sciences Students in Pre-laboratory Immunohematology Course Using Virtual Flipped Classroom

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