Learner Experiences During the Design-Based Research Process for a Problem-Based Instructional Design Course

Abstract

The discrepancy between students’ understanding of domain knowledge and their actual competencies to use tacit knowledge for a given task has been an issue to consider when instruction is designed, implemented, and revised. In this study, the researcher examines teaching and learning processes in which a Problem-Based Learning (PBL) design model was crafted and used for an advanced instructional design course in the educational technology field. The focus is on the researcher‘s ongoing and recursive reflective experiences in reviewing design components of the model, analyzing the motivators and difficulties students faced, and offering alternative methods to improve the initial design. The findings show that the PBL approach played an instrumental role in creating real challenges that the target professionals may experience. On the other hand, observed difficulties in PBL include intrinsic and extrinsic cognitive loads associated with the complexity of the instructional design process, self-regulated learning skills, learning beliefs, and supporting strategies used for team dynamics. The patterns identified in the behaviors and perceptions of effective and struggling students are interpreted. Based on the findings, new constructs of the model were suggested for further improvement.

A collaborative math curriculum: nurturing academic and social-emotional growth for high school students

“…In the literature review, insights emerged regarding researchers' efforts to foster the expansion of these skills in classrooms. These moves involved the implementation of experiential and problem-based learning, coupled with the application of the CASEL framework to elevate the social-emotional skills (Collaborative for Academic Social Emotional Learning, 2022;Kolb, 1984;Park, 2022). For my Cycle 2 action step, I created a math course with fellow ninth-grade math teachers.…”

“…Rather than being led by the educator and discovering things through problem-based learning, self-regulatory strategies, like planning, evaluating, and making decisions on issues, are developed (Park, 2022). Problem-based learning provides opportunities for students to establish self-regulatory strategies as an explicit learning outcome through the help of an instructor who guides students as they develop self-regulation skills and self-efficacy (Demirören et al, 2020).…”

“…Problem-based learning provides opportunities for students to establish self-regulatory strategies as an explicit learning outcome through the help of an instructor who guides students as they develop self-regulation skills and self-efficacy (Demirören et al, 2020). Park (2022) commented that problembased learning can encourage higher cognitive and metacognitive skills, such as analytical reasoning and decision-making with self-regulated, reflective learning.…”

“…These skills can also make problem-based learning more difficult for students if they do not have the support of their teachers to aid their development, along with the content to be mastered and other skills associated with the complexity of this instructional design process; students need to learn-with scaffolding-self-regulated learning skills, learning beliefs, and collaborative skills (Park, 2022). An example of a scaffold to improve metacognition came from a study by Marra et al (2022), where the author infused metacognition throughout their problem-based learning engineering program by performing think-aloud problem-solving activities in math problems.…”

“…Educators should be mindful that not all students are ready for problem-based learning with the other skills they have and need sufficient support. Some students reported in a study by Park (2022) that they wanted direct instruction or lectures with step-by-step guidance rather than problembased learning with student-led instruction, which required more critical thinking skills. These underperforming students did not see the lesson materials, such as discussions or readings, as teaching tools and thought they did not receive support or guidance from their teachers (Park, 2022).…”