Feedback and Feed-Forward for Promoting Problem-Based Learning in Online Learning Environments

Webb, Ashley; Moallem, Mahnaz

doi:10.32890/mjli2016.13.2.1

Cited by 21 publications

(21 citation statements)

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“…Kultusminister Konferenz [7] reinforces that the purpose of vocational education and training requires that students' learning be focused on tasks that have an action orientation and students be given the opportunity independently to plan, carry out and assess work assignments in the context of their professional activities. This is in line with the opinion of Web and Moallem [8] that students in small groups work together to analyze, formulate, and then work together to solve problems.…”

Section: How To Shape Hots In Vocational Education?supporting

confidence: 79%

Enhancing Higher-Order Thinking Skills in Vocational Education through Scaffolding-Problem Based Learning

Sukatiman¹,

Akhyar

Siswandari³

et al. 2020

Open Engineering

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AbstractAim of the study is to implement Geomatics learning innovations by applying the scaffolding Problem-Based Learning integrated model to improve the student’s Vocational HOTS. The method applied was qualitative with the participation of 2 groups of students practicing consisting of 4 people each. The level of cognitive mastery was measured with the Bloom taxonomy (C1-C6). The results of the investigation showed that the integrated model effectively formed students’ Vocational HOT Skill as a group in 3 stages. The first stage of learning focused on mastering the operation of equipment needed in practice (C2-C3 and partly C4). In the second stage, the students have mastered most of the cognitive analysis and accuracy of practical data (C4-C5) and in the third stage, they made practiced steps more effectively and successfully correlated to the Indonesian National Standards (SNI) level (C6) at the moderately accurate. The application of the Scaffolding Problem-Based Learning model has a positive impact that students get21st-century learning with the main characteristics (4C), consisting: Communication, Collaboration, (Critical thinking, and problem-solving), and Creative thinking. Learning outcomes enriched with higher-order thinking skills can be seen when students take advanced Geomatics material, They already work with groups to map the area more independently

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Section: How To Shape Hots In Vocational Education?supporting

confidence: 79%

Enhancing Higher-Order Thinking Skills in Vocational Education through Scaffolding-Problem Based Learning

Sukatiman¹,

Akhyar

Siswandari³

et al. 2020

Open Engineering

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“…The importance of using feedback from stakeholders such as industry or students in aligning the curriculum to the learning outcomes and learning instruction is critical. This was amply demonstrated by Webb and Moallem (2016) in their study on student feedback to inform curriculum designers on instructional design in online problem based learning.…”

Section: Discussionmentioning

confidence: 99%

Industry Perspective on Journalism Education Curriculum in Malaysia

Yusof¹,

Ismail²,

Ismail³

et al. 2018

MJLI

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Purpose -This study investigated media and communication practitioners' perspectives on the journalism education curriculum in Malaysia. Curriculum plays an important role in providing quality education for students. Journalism is a dynamic field that integrates industrial experience and fundamental knowledge in the field from higher educational institutions. Scholars in the field are divided on the issue of whether it is important for academia to consider input from industrial players in shaping the curriculum on journalism education in higher institutions of learning.Methodology -Drawing from the researchers' experiences and guidelines from the Malaysian Qualifications Agency, the Taba Model was adapted as the theoretical framework for the study. The study used a semi-structured interview method. Fifteen experts were interviewed. They have served more than 10 years in the media industry and have held various executive positions. The interview protocol was developed based on the literature review and guidelines from the curriculum review of Communication and Media Studies. The interviews were conducted at the offices or homes of interviewees. Each interview ranged from 1 to 2 hours. The data was analysed using thematic analysis.Findings -The findings revealed four main themes, namely 1) Strong general knowledge requirement, 2) the right skills matter, 3)Significance -These findings lend further support to the clarion call for industry and academia to collaborate extensively in nurturing high quality graduates in journalism.

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“…The results of the study revealed that problem-based learning was effective for students' knowledge and achievement, but did not affect students' self-regulation. Ashley and Mahnaz (2016) examined the effect of the problembased learning strategy in promoting feedback and feed-forward in online learning environment among eleven undergraduate students. The result of their mix method study showed that the PBL strategy supported student achievement, and the strategy motivated students and provided them with reference for areas of improvement.…”

Section: Promoting Student Positive Emotions Towards Learning Through Pblmentioning

confidence: 99%

“…The majority of studies pointed to the positive PBL contribution to learning/ teaching processes and, more importantly, to students' learning skills, as evidenced in literature (e.g. Stentoft, 2017;Argaw et al, 2017;Webb & Moallem, 2016). According to Hamalainen (2004), PBL works towards enhancing communication, interaction, cooperation and cognition of students, all of which is important for their problem solving and critical thinking skills.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Using Problem-Based Learning Upon Students’ Emotions Towards Learning and Levels of Communication Skills in Three Different Disciplines

Jdaitawi¹

2020

Croatian Journal of Education

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In the past few years, teaching staff have been motivated to engage students in different communication forms. This quasi-experimental study presents the implementation of a problem-based learning (PBL) approach in the first year classroom environment to enhance the students skills of communication and to promote their positive learning emotions. The study was carried out involving students studying in health, engineering and science fields. They were categorized into two groups, namely experimental (90 students) and control group (90 students). The study period lasted 4 weeks, during which the module was taught to the 180 first year students in both groups. The findings revealed the learning approach significantly affected the students communication skills and their emotions concerning learning. Finally, conclusions were drawn from this study.

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Feedback and Feed-Forward for Promoting Problem-Based Learning in Online Learning Environments

Cited by 21 publications

References 0 publications

Enhancing Higher-Order Thinking Skills in Vocational Education through Scaffolding-Problem Based Learning

Enhancing Higher-Order Thinking Skills in Vocational Education through Scaffolding-Problem Based Learning

Industry Perspective on Journalism Education Curriculum in Malaysia

The Effect of Using Problem-Based Learning Upon Students’ Emotions Towards Learning and Levels of Communication Skills in Three Different Disciplines

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