Multidisciplinary Problem-Based Learning (MPBL) Approach in Undergraduate Programs

Rajabzadeh, Amin Reza; Mehrtash, Moein; Srinivasan, Seshasai

doi:10.1007/978-3-030-96296-8_41

Cited by 14 publications

(12 citation statements)

References 36 publications

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“…Researchers have demonstrated how collaborative learning in classroom settings has several benefits for students. It has been well documented, for example, that when students participate in collaborative learning, they learn the content better through interaction with their peers [26][27][28][29][30][31][32]. Sweeney and Weaven (2005) found that collaborative learning not only facilitates deeper learning, but also develops transferrable social skills that can be used in related contexts such as those skills required for effective teamwork [33].…”

Section: Teaching Employability-teaching Group Work?mentioning

confidence: 99%

Engineering Student Experiences of Group Work

et al. 2022

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Soft skills are a crucial component for success in today’s workplace as employers increasingly value work that is collaborative and encompasses diverse perspectives. Despite this, most engineering programs fail to explicitly teach students transferable skills, including the best practices of group work. This research sought to explore how undergraduate experiences of group work change over time. This research also investigated what reflecting on cooperative education (co-op) experiences tells us about teaching group work in academic settings. Despite frequently noting the influence of group work in developing their communication skills and brainstorming ideas over time, students become somewhat more frustrated over time with their experiences of group work, mainly due to conflicting personalities and ideas among team members and/or a “slacker” student. However, our findings also show that students become more confident working in teams over time, as upper-year students were more likely to assume a leadership role and self-reported higher past performance as a group member. This study offers insights into the changing group work experiences of undergraduate engineering students as they progress through coursework and engage in experiential learning and work-integrated learning opportunities, such as co-op placements. The findings of this study can inform educators on how to best incorporate methods for teaching transferable soft skills.

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Section: Teaching Employability-teaching Group Work?mentioning

confidence: 99%

Engineering Student Experiences of Group Work

et al. 2022

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“…Given the limited time and number of questions during an open-book exam or quiz, it is important for instructors to regularly design more comprehensive assignments and projects to consolidate students' learning through problem-solving. This can be achieved through problem-based learning (PBL) pedagogy, which is part of the larger group of inquiry-based learning pedagogical frameworks (Bogoslowski, Geng, Gao, Rajabzadeh, & Srinivasan, 2021;Geng, Srinivasan, Gao, Bogoslowski, & Rajabzadeh, 2022;Rajabzadeh, Mehrtash, & Srinivasan, 2022;. In this type of pedagogy, learners apply the concepts and skills to solve problems derived from real-world situations.…”

Section: Assignments and Projectsmentioning

confidence: 99%

“…Often, such projects are more complex by design and are ideal for group assignments (Ellis et al, 1998;Mitchell & Delaney, 2004). They facilitate the development of critical skills in realworld settings, such as implementation skills, analytical thinking, teamwork, and leadership skills (Anazifa & Djukri, 2017;Birgili, 2015;Centea & Srinivasan, 2017;Hoidn & Kärkkäinen, 2014;Rajabzadeh et al, 2022;Warnock & Mohammadi-Aragh, 2016).…”

Section: Assignments and Projectsmentioning

confidence: 99%

A Short Review of Online Learning Assessment Strategies

Amer

Sidhu

Zhao

et al. 2022

International Journal of Pedagogy and Teacher Education

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<p class="Abstract"><span lang="EN-ZA">The COVID-19 pandemic has caused a paradigm shift in how teachers, instructors and students approach teaching and learning, especially concerning the migration to online learning environments. One of the most challenging aspects of adapting to online/virtual education is evaluating students’ knowledge acquisition through learning assessments. The lack of face-to-face proctoring renders many of the traditional paper-based assessment techniques impractical, especially in the context of an engineering education that is heavily focused on applied learning. Since virtual education now represents an important evolution in education, it is pertinent for educators to familiarise themselves with the new possibilities of assessment methods in a virtual setting and to design tailored assessment strategies for individual courses. This article reviews and summarises commonly employed virtual assessment methods that are applicable to most engineering educational situations, such as open-book exams, online quizzes, or peer assessments. The paper also discusses some concerns that may arise in implementing these methods. Additionally, there is a particular focus on qualitatively-graded ePortfolios as a unique pedagogical tool in the virtual classroom due to their role as both a repository for storing learning artifacts and a vehicle for advancing students’ learning experience.</span></p>

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“…Ali (2019) mentioned that providing more chances to pupils to practice working as a team, communicating effectively, and developing self-learning process could elevate skills. PBL approach is determined one of effective pedagogies to promote those skills (Duch, Groh, & Allen, 2001;Rajabzadeh, Mehrtash, & Srinivasan, 2022) in a classroom.…”

Section: Introductionmentioning

confidence: 99%

Development of Scientific Problem-Solving Skills in 5th Grader Using Problem-Based Learning

Pinyo

Plybour

Prasitnok

2023

JEI

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The purpose of the research was to develop scientific problem-solving thinking skills in fifth-grade pupils by using problem-based learning (PBL). The target group was 21 pupils attending a primary school located in Sakon Nakhon province, northeast Thailand. Data were collected twice (first and second cycle) in substance change learning unit in the second semester of 2021 academic year. Three types of research tools were the following: six PBL plans within 12 hours (pupils experienced 3 plans in each cycle and 2 hours for each plan), scientific problem-solving thinking skill test (SPSTST), and observation of scientific problem-solving behavior (OSPSB). A minimum criterion was 70% of mean score in SPSTST and SPSBO, and at least 70% of the pupils reached that. The results in the 1st cycle showed that pupils had 67.46% in SPSTST and 57.14% of them passed the minimum criterion. They had 65.85% in SPSBO and 57.14% of them passed the minimum criterion. In the 2nd cycle, pupils had 91.67% in SPSTST and 90.48% of them met the minimum criterion. They had 87.58% in SPSBO and 90.48% of them met the minimum criterion.

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Multidisciplinary Problem-Based Learning (MPBL) Approach in Undergraduate Programs

Cited by 14 publications

References 36 publications

Engineering Student Experiences of Group Work

Engineering Student Experiences of Group Work

A Short Review of Online Learning Assessment Strategies

Development of Scientific Problem-Solving Skills in 5th Grader Using Problem-Based Learning

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