PBL-Test: A model to evaluate the maturity of teaching processes in a PBL approach

Santos, Simone C. dos; Figueredo, Caliane O.; Wanderley, Fernando

doi:10.1109/fie.2013.6684894

Cited by 22 publications

(9 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In order to evaluate the PBL process maturity, verifying the compliance with its principles as well as the weakness in its execution , defined a model, called PBL‐Test. The model proposes to identify the level of maturity of the PBL being implemented from the perspective of the human capital, using a multiple‐choice questionnaire, aiming to assess the teaching/learning process from the standpoint of the PBL principles.…”

Section: Theoretical Background and Related Workmentioning

confidence: 99%

“…Thus, the 10 PBL principles are: (1) Problem(s) at the core of the educational proposal; (2) Learner as the owner the problem; (3) Authenticity of the problem or task; (4)Authenticity of the learning environment; (5) Learner drives the problem solving process; (6) Complexity of the problem or task; (7) Assessment of how the problem was solved; (8) Reflection on the content learned and the learning process; (9) Collaborative and multidirectional learning; and (10) Continuous assessment. In order to evaluate the PBL process maturity, verifying the compliance with its principles as well as the weakness in its execution [18], defined a model, called PBL-Test. The model proposes to identify the level of maturity of the PBL being implemented from the perspective of the human capital, using a multiple-choice questionnaire, aiming to assess the teaching/learning process from the standpoint of the PBL principles.…”

Section: The Pbl Principlesmentioning

confidence: 99%

See 1 more Smart Citation

Toward effectiveness and authenticity in PBL: A proposal based on a virtual learning environment in computing education

Bessa

Santos

Duarte³

2018

Comp Applic In Engineering

View full text Add to dashboard Cite

Problem‐Based Learning (PBL) has gained widespread approval as a constructive, student‐centered approach to teaching, and learning. Advocating the use of real‐life problems to initiate and motivate the learning process, PBL is an inductive strategy promoting the understanding of new concepts as well as the development of professional skills, abilities, and attitudes. Thus, it is paramount that teachers and students implement PBL in conformity to its core principles. However, such implementation becomes a challenge, considering that PBL is fundamentally different from traditional instruction methods. Without the appropriate pedagogical and technological support, PBL's quality, effectiveness, and authenticity are at risk. In an attempt to overcome these challenges, this paper presents the PBL‐Coach Virtual Learning Environment (VLE), built upon PBL learning theories. This paper describes in detail a scientific investigation on a practical PBL implementation, driven by the quest to achieve the following goals: (i) Scaffold teachers and students in implementing the PBL method; (ii) Investigate useful and usable technological resources in the PBL process; (iii) Maintain PBL core principles for an authentic and effective learning process. As a result, three case studies are described and one is detailed to validate our investigation, consisting of a real‐world setting with clients, teachers, tutors, and students. Each case study provided a good level of evidence that PBL‐Coach, used in a real‐world, authentic setting, can promote an effective learning process through a number of carefully designed technological resources. Encouraging results motivated to evolve PBL‐Coach through Augmented and Virtual Reality components as future works.

show abstract

Section: Theoretical Background and Related Workmentioning

confidence: 99%

Section: The Pbl Principlesmentioning

confidence: 99%

Toward effectiveness and authenticity in PBL: A proposal based on a virtual learning environment in computing education

Bessa

Santos

Duarte³

2018

Comp Applic In Engineering

View full text Add to dashboard Cite

show abstract

“…More and more studies transform the traditional method to the student-orientation teaching method to improve the learning outcomes [1]- [5]. Some researches develop the problem-based learning to enhance the skills for the students [1]- [3]. Some papers provide the flip-flop classroom teaching, which provides the learning material before physical classroom and then practices a lot of learning sheets or questions in the physical class, to improve the students' learning outcome [4], [5].…”

Section: Introductionmentioning

confidence: 99%

Integrate Long-Hour Course and Dual Learning Materials to Improve Students’ Outcomes in an Electronic Course

Huang¹

2019

IJIET

View full text Add to dashboard Cite

Students, which do not have enough course time to practice their hardware and programming skills in the physical class, usually cannot implement the system by using the traditional teaching method. The long-hour course, which contains not only three hours but also more practical time for students, is applied to the electronic course. To support the more exercises for the practical time in physical class, the concept of the dual learning materials, which extend the teaching materials to two different but high-related educational platforms, is provided to the long-hour course. The contributions of this study are as follows. First, the long-hour learning approach is explored to the students of University of Science and Technology. Second, the dual learning materials, including the software programming and the hardware educational platforms, the multiple-choice questions [12] and the source codes, are developed and utilized in the physical class. Third, each group should present their final results, including the finished programming codes, the slides and a video. Finally, the 16 groups, which contain 2 to 4 students, implement their projects and prepare the slides to present in the physical class.

show abstract

“…In [3], the authors define 10 PBL principles from the results of four key studies. In each of these, the authors discuss principles or essential characteristics for an effective PBL approach, namely: a set of eight instructional principles for PBL defined by Savery & Duffy in [4]; three important criteria which foster more effective learning when PBL is used, described in Peterson [5]; ten features essential to PBL described by Barrows in [6]; and finally, three key characteristics of PBL stressed by Alessio [7] in her study on students' perceptions and the performance of PBL.…”

Section: Introductionmentioning

confidence: 99%

xPBL: A methodology for managing PBL when teaching computing

Santos

Furtado

Lins

2014

2014 IEEE Frontiers in Education Conference (FIE) Proceedings

Self Cite

View full text Add to dashboard Cite

In order to exploit the benefits of PBL and mitigate the risk of failure when implementing it, the NEXT (iNnovative Educational eXperience in Technology) research group has been working on methods and tools focused on managing the PBL approach as applied to Computing. In this context, this article proposes a teaching and learning methodology based on PBL, called xPBL, consisting of elements that reinforce PBL principles, namely: real and relevant problems; a practical environment; an innovative and flexible curriculum; an authentic assessment process; close monitoring by technical tutors and process tutors, and finally, professional practitioners as teachers and tutors. Based on these elements, the paper describes the design of a PBL approach for a Design course, grounded on acquired knowledge of Design content and past PBL experiences in Software Engineering courses. This approach provides an insightful guide to implementing PBL from xPBL methodology, and provides instruments based on management techniques such as 5W2H (what, why, who, when, where, how and how much) and the production of artifacts to support the conception process of courses based on PBL. PBL; Teaching and Learning Methodology; Management Processes; Design Course. I.978-1-4799-3922-0/14/$31.00 ©2014 IEEE

show abstract

PBL-Test: A model to evaluate the maturity of teaching processes in a PBL approach

Cited by 22 publications

References 10 publications

Toward effectiveness and authenticity in PBL: A proposal based on a virtual learning environment in computing education

Toward effectiveness and authenticity in PBL: A proposal based on a virtual learning environment in computing education

Integrate Long-Hour Course and Dual Learning Materials to Improve Students’ Outcomes in an Electronic Course

xPBL: A methodology for managing PBL when teaching computing

Contact Info

Product

Resources

About