Evaluation of hybrid problem-based learning in large classrooms: a qualitative and quantitative analysis

Kharay, Sonia S.; Sharma, Anu; Bansal, Priya

doi:10.18203/2320-6012.ijrms20184419

Cited by 4 publications

(4 citation statements)

References 7 publications

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“…About 57.1% or more than half of teachers have applied the Hybrid-PBL learning model in physics learning. The implementation of the Hybrid-PBL Model is by giving students a problem to be solved in groups, then lecture model is still used to present basic concepts and difficult topics (Kharay et al, 2018). The results of the questionnaire also show that all teachers agree that the Hybrid-PBL model can be implemented in physics learning.…”

Section: Resultsmentioning

confidence: 88%

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Needs analysis of physics e-module based on hybrid-PBL model on critical thinking skills improvement

Rahmawati

Sarwanto

Budiawanti

2021

Momentum: Physics Education Journal

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The purpose of this study was to determine the need for teaching materials in the form of physics e-module based on Hybrid-PBL model in schools. This research applied a descriptive method. Data were collected using a needs analysis questionnaire with 14 respondents of physics teachers spread across several regions in Indonesia and 36 respondents of class XI students in SMA Negeri 2 Sragen. Based on the results of the questionnaire, the teachers indeed need teaching materials in the form of e-module and all teachers also agree that the Hybrid-PBL model can be applied in physics learning. Students are also interested in learning physics using teaching materials that can display images, videos, animations, and simulations as well as learning by involving problems in the surrounding environment. So it can be concluded that teachers and students need a physics e-module based on Hybrid-PBL model.

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Section: Resultsmentioning

confidence: 88%

“…The Hybrid-PBL model is a combination of case discussion or PBL method along with traditional lecture-based method (Kharay et al, 2018). This model is a transition from traditional learning to PBL (Malik & Malik, 2018).…”

Section: Introductionmentioning

confidence: 99%

Needs analysis of physics e-module based on hybrid-PBL model on critical thinking skills improvement

Rahmawati

Sarwanto

Budiawanti

2021

Momentum: Physics Education Journal

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“…The main difference between pure PBL and hPBL is that in the latter format, facilitators include direct teachinglearning strategies, such as mini-lectures and demonstrations as scaffolds during the PBL process (Baresh et al, 2019) to present and explain fundamental concepts and difficult topics. However, hPBL is less resource-intensive and more flexible than pure PBL (Kharay et al 2018). We found no studies on the implementation of hPBL in the area of South African Technology teacher education in social environments.…”

Section: Problem-based Learning Formatsmentioning

confidence: 82%

Hybrid problem-based learning in Technology teacher preparation: Giving students a voice in their learning process

Mulaudzi¹,

Toit²,

Golightly³

2023

J. educ. (Univ. KwaZulu-natal)

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Technology education instils technological literacy in South African learners, preparing them for life and employment. Yet, few high school-level Technology1 teachers are being trained and ensuring that Technology student teachers are optimally prepared, is vital. Learning strategies such as problem-based learning need to be implemented to provide students with opportunities to have their voices heard as well as being actively involved in their education. Hybrid problem-based learning has been successfully implemented in geography and life sciences teacher education, but its use in Technology teacher preparation has not been reported. Therefore, we conducted a concurrent triangulation research study at a South African university offering Technology teacher preparation. In the study, we explored how teacher students experienced and perceived hPBL as a teaching-learning strategy and how this gave them a voice in their teacher training. The study, therefore, substantiated hPBL as a beneficial teaching-learning strategy that can give Technology student teachers a voice and actively involve them in their construction of learning.

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“…In hybrid PBL, problems are solved in groups, but lectures are used to present the fundamental concepts and difficult topics. 5…”

Section: Characteristics Of Good Pbl Sessionsmentioning

confidence: 99%

Hybrid problem based learning: An innovative teaching learning method – Reflective experience

Sivapriya¹,

Arumugam²

2021

JETHS

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The concept of Problem-based Learning (PBL) was first introduced at McMaster University in the late 1960s and was subsequently accepted widely by the medical schools throughout the world. hPBL has been intuitively viewed by many as a cocktail curriculum of McMaster style of small group discussion PBL (generally referred to as “pure PBL”) with the blending of variable amounts of traditional lectures, practical sessions and case-studies. Objectives: The study was done as an introduction of innovative teaching learning method and its learning experiences by students and faculty involved. The innovative teaching learning method was adapted during the year July – October - 2019 when the students were posted in the department of community medicine for four weeks. The TL methods included were blended lectures; case scenarios (clinico social case pertaining to community medicine subject), pre test and post test MCQs, case presentation and in small group discussion were done. The experiences were obtained as the reflective writing from the students and the faculty involved in implementation of h-PBL. Majority of the students expressed that the learning was useful, interactive, thought provoking, interesting and the group discussion paved the way for communication skill development among the peers. The students said that the learning happened actively and scope for self directed learning was also incorporated in the implementation of h-PBL. Faculties involved were very enthusiastic especially during the group discussions, because the sociogram was excellently represented that almost all the students took part in the discussion. The h-PBL can be a part of the regular curriculum during the clinical postings which can include case based learning with blended lectures.

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Evaluation of hybrid problem-based learning in large classrooms: a qualitative and quantitative analysis

Cited by 4 publications

References 7 publications

Needs analysis of physics e-module based on hybrid-PBL model on critical thinking skills improvement

Needs analysis of physics e-module based on hybrid-PBL model on critical thinking skills improvement

Hybrid problem-based learning in Technology teacher preparation: Giving students a voice in their learning process

Hybrid problem based learning: An innovative teaching learning method – Reflective experience

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