POPBL-Blended Learning Model to Enhance Student Performance in Integrated Modular Learning Environment

Chongdarakul, Waralak; Kirimasthong, Khwunta; Sutthaluang, Teanjit

doi:10.1109/ectidamtncon51128.2021.9425727

Cited by 4 publications

(3 citation statements)

References 10 publications

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“…The results of this kind of learning not only improve students' understanding, but also improve students' attitudes and thinking skills. By increasing students' understanding, attitudes, and skills during the learning process, the achievement of learning competencies will increase, so that learning will be more effective [14].…”

Section: Cognitive Test Results Of Students On the Extended Trialmentioning

confidence: 99%

Effectiveness of Project-oriented Problem-based Learning (POPBL) in Manufacturing Product Design for Vocational Higher Education

Mudriadi,

Yahya,

Supriadi

2024

AJESS

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This study aimed to investigate the effectiveness of the Problem-Oriented Project-Based Learning (POPBL) model in teaching manufacturing product design in vocational higher education at Makassar ATI Polytechnic. The research involved 15 students for a limited trial and 35 students for an extended trial. The study used questionnaires, pre-test and post-test cognitive tests, and parametric statistical tests to evaluate the effectiveness of the POPBL model. The results showed that the POPBL model was effective, with an average very agree response of 80% in the limited trial and 92% in the extended trial. The average posttest scores were 64.80 and 78.97 in the limited and extended trials, respectively, which were significantly higher than the pretest scores. The parametric statistical test using the t-test also showed that the POPBL model was effective in both the limited and extended trials. Based on these results, it can be concluded that the POPBL model is an effective approach to teaching manufacturing product design in vocational higher education.

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Section: Cognitive Test Results Of Students On the Extended Trialmentioning

confidence: 99%

Effectiveness of Project-oriented Problem-based Learning (POPBL) in Manufacturing Product Design for Vocational Higher Education

Mudriadi,

Yahya,

Supriadi

2024

AJESS

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“…hackathons) may be more effective in developing entrepreneurial self-efficacy than conventional courses [35]. These types of curricula use a constructivist approach allowing students to build their understandings towards their own tech innovations [58], either through experiences from Entrepreneurship live-in program studies [59], or by blended learning models, employing integrated-modular course framework [60] and new developments in digital devices along the learning process [61]. It is all about new pedagogical approaches to how we teach entrepreneurship by facilitating entrepreneurial projects in a problembased learning environment [62].…”

Section: Challenges and Critical Thinkingmentioning

confidence: 99%

Bibliometric Systematic Literature Review of Problem-Based Learning Entrepreneurship

Raimundo,

Rosário

2024

Preprint

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The augmenting commitment in the entrepreneurial learning process, both at academic and industry level, has led to new mechanisms and methodologies. Entrepreneurship literature has shown evidence of raising interest in the problem-based learning (PBL) methodology with regard to upcoming events from the surrounding learning context. This paper presents a Systematic Bibliographic Literature Review (SBLR) with respect to the application of PBL throughout distinct entrepreneurial processes either in higher education, or in industry. It aimed to identify relevant entrepreneurial opportunities for PBL. Bibliographic databases were searched for documents published between 2002 and May 2024 to categorize key topics discussed in the literature on PBL and entrepreneurship. The review process identified 142 empirical and non-empirical papers on entrepreneurship related PBL. Data analysis revealed diverse subthemes for PBL uses in entrepreneurship in both higher education institutions and industry. The research questions “What is the interplay of problem-based learning methodology with entrepreneurship?” guided the study. The central output of the research is the discovery of the varying uses of PBL to cope with diverse events arising within entrepreneurship context. Future research directions are suggested.

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“…The distance learning system offers students multimedia opportunities and gives them the chance to study everywhere and at any time, supports autonomous learning, helps to become "active learning manager" [17]. Classroom and extra curriculum educational activities as well as precisely-structured system of feedback enable fostering the basis of knowledge transfer in high school [18].…”

Section: Introductionmentioning

confidence: 99%

Students' readiness to online English language self-learning module and approaches to its integration into the educational process

Brega¹,

Kruglyakova²

2022

P Sci Edu

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Introduction. The transition to blended learning in higher education has led to an increase in the share of self-learning and personalized education, which demands taking into account the students' opinions about the variety of teaching methods. The purpose of the article is to analyze the students’ readiness to the integration of the “Online Self-Learning Module”, when learning English and to its implementation approaches. Materials and methods. The main research method is a survey of the 2-3-year students of non-linguistic majors conducted at Togliatti State University (September – November 2021). The questionnaire consisted of 15 questions in three blocks: “Personal goals for self-learning”, “Self-directed learning skills” and “Monitoring of online self-learning process/ Feedback”. Survey results reliability evaluation was carried out using Fisher criterion (φ*-criterion) (p < 0,01). The results. The survey revealed a positive attitude of students to its integration: desire of extra curriculum English training (77%) φ*exp. = 8.068; need for skills of professional texts independent study (65%) φ*exp. = 4.306, personal pace and achievements (67%) φ*exp. = 4.907 Weaknesses, according to the students, include: nonawareness of the teacher-students interaction algorithm (82%) φ*exp. = 9.822; the need for self-assessment and reflection (68%) φ*exp. = 5.204. We determined a new approach to students' self-learning: extra curriculum online task with its modular approach, structurally and thematically correlated with offline learning; the availability of the students’ guidelines and the tasks fulfillment algorithms, the sample for the final answer, and automated evaluation of the assignment assessment. Conclusion. Students identified the “Online Self-Learning Module” for English as a positive trend that will allow them their personalized English learning, to be autonomous in choosing language content, not to depend on the teacher’s direct control, and to increase their self-organization and self-reflection. Integration of “Online Self-Learning Module” involves the educational technologies modernization and serves as a response to the current challenge of the education.

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POPBL-Blended Learning Model to Enhance Student Performance in Integrated Modular Learning Environment

Cited by 4 publications

References 10 publications

Effectiveness of Project-oriented Problem-based Learning (POPBL) in Manufacturing Product Design for Vocational Higher Education

Effectiveness of Project-oriented Problem-based Learning (POPBL) in Manufacturing Product Design for Vocational Higher Education

Bibliometric Systematic Literature Review of Problem-Based Learning Entrepreneurship

Students' readiness to online English language self-learning module and approaches to its integration into the educational process

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