Problem-Based Learning Strategy for CAD Software Using Free-Choice and Open-Ended Group Projects

Balan, Lucian; Yuen, Timber; Mehrtash, Moein

doi:10.1016/j.promfg.2019.02.223

Cited by 37 publications

(32 citation statements)

References 5 publications

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“…Thus, the implementation of the stages of PBL integrated with CS learning model is able to empower the critical thinking skills of biology students. Balan, Yuen, and Mehrtash, (2019) stated that the challenge for the teacher is the need to provide individual guidance for several concurrent projects at a time.…”

Section: Resultsmentioning

confidence: 99%

The integration of PBL and cooperative script to empower critical thinking skills of biology students

Boleng¹,

Maasawet²

2019

JPBI

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One of the factors lead to the low critical thingking skill is the implementation of teacher center learning. The purpose of this research was to determine the effect of the implementation of Problem-based Learning integrated with Cooperative Script to students’ critical thinking skills. This quasi-experimental research was done in senior high schools of Samarinda, Indonesia. The design used in this research was nonequivalent pretest - posttest control group design. The sample was the class XI students of natural science. The treatment was done in the odd semester in 2016/2017 academic year. The data analysis used was independent-samples t-test (α = 0.05). The results of the data analysis showed that the tvalue (16.57) > ttable (2.00). The mean value of students’ critical thinking skills in the experimental group was 77.28 which means 62% higher than those who were in the control group (47.60). Thus, it can be concluded that the implementation of Problem-based Learning integrated with Cooperative Script gives the significant effect to the students' critical thinking skills.

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Section: Resultsmentioning

confidence: 99%

The integration of PBL and cooperative script to empower critical thinking skills of biology students

Boleng¹,

Maasawet²

2019

JPBI

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“…PBL has a positive effect on learning and its results, this can be seen in [43] - [45]. Researches on linking PBL with ICT are in [46] - [49]. While research on the combination of online learning with project base learning is discussed by [47], [49] - [51].…”

Section: Introductionmentioning

confidence: 99%

The Effect of Online Project-Based Learning Application on Mathematics Students' Visual Thinking Continuum in Covid-19 Pandemic

Wahyuningsih

Qohar

Satyananda

et al. 2021

Int. J. Interact. Mob. Technol.

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The COVID-19 pandemic led to the implementation of the Work From Home<strong> </strong>(WFH) policy. The impact of this policy is to replace the process of teaching and learning activities by using an online learning system. In this industrial era 4.0, the integration of web applications is very much needed in problem-solving learning. One that can be used to integrate web applications in learning through project-based learning. The focus of this research is to study the effects of online project-based learning applications on mathematics students' visual thinking continuum. Instruments used in the form of rubric virtual mind maps, audio-visual and virtual posters are used to observe students' visual thinking continuum. The instrument was analyzed with the Rasch measurement model software named WINSTEPS. This study used one group pretest-posttest design to see the effect of integrating web applications in learning through project-based learning analyzed using SPSS. The results of instrument analysis for rubric virtual mind maps, audio-visual products, and virtual posters on measure person obtained good person reliability, MNSQ infit, and MNSQ OUTFIT the average rating is very good. For the ZSTD infit and the ZSTD outfit, the average value is close to 0.0 so that the quality of the person's reliability is good. The results of the conformity quality of the items with the model studied from the fit order items obtained the value of Outfit mean square (MNSQ), Outfit Z-standard (ZSTD), and the value of Point Measure Correlation (Pt Mean Corr) for the three instruments met good criteria. The results of the analysis of paired samples test from 54 respondents obtained p <0.05 so that the base learning project has the effect of increasing students' visual thinking continuum. Implementation of online project-based learning in mathematics learning is an alternative that can be used to improve students' creative problem-solving skills in online learning

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“…Despite the fact that the existence of an endless variety of approaches [25][26][27][28] confirms the success of ICT resources to reinforce the active learning amongst engineering students, the join between arrangement of groups and thoughtful design of activities within the whole teaching strategy, seems the essence to reach successful comprehension amongst students, rather than trusting success solely on the communication channel [29]. Therefore, and according to this postulate, in the field of Mechanics the influence of the communication channel might be relegated to a second place in favor of the sort of activities defining the approach: project-based [30,31], problem-based [32][33][34], game-based [35][36][37], simulationbased [38,39], virtual environments [40][41][42], etc.…”

Section: Introductionmentioning

confidence: 99%

Assessing the Impact of Attendance Modality on the Learning Performance of a Course on Machines and Mechanisms Theory

et al. 2021

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University education approaches related to the field of science, technology, engineering and mathematics (STEM), have generally particularized on teaching activity and learning programs which are commonly understood as reoriented lessons that fuse theoretic concepts interweaved with practical activities. In this context, team work has been widely acknowledged as a means to conduct practical and hands-on lessons, and has been revealed to be successful in the achievement of exercise resolution and design tasks. Besides this, methodologies sustained by ICT resources such as online or blended approaches, have also reported numerous benefits for students’ active learning. However, such benefits have to be fully validated within the particular teaching context, which may facilitate student achievement to a greater or lesser extent. In this work, we analyze the impact of attendance modalities on the learning performance of a STEM-related course on “Machines and Mechanisms Theory”, in which practical lessons are tackled through a team work approach. The validity of the results is reinforced by group testing and statistical tests with a sample of 128 participants. Students were arranged in a test group (online attendance) and in a control group (face-to-face attendance) to proceed with team work during the practical lessons. Thus, the efficacy of distance and in situ methodologies is compared. Moreover, additional variables have also been compared according to the historical record of the course, in regards to previous academic years. Finally, students’ insights about the collaborative side of this program, self-knowledge and satisfaction with the proposal have also been reported by a custom questionnaire. The results demonstrate greater performance and satisfaction amongst participants in the face-to-face modality. Such a modality is prooven to be statistically significant for the final achievement of students in detriment to online attendance.

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Problem-Based Learning Strategy for CAD Software Using Free-Choice and Open-Ended Group Projects

Cited by 37 publications

References 5 publications

The integration of PBL and cooperative script to empower critical thinking skills of biology students

The integration of PBL and cooperative script to empower critical thinking skills of biology students

The Effect of Online Project-Based Learning Application on Mathematics Students' Visual Thinking Continuum in Covid-19 Pandemic

Assessing the Impact of Attendance Modality on the Learning Performance of a Course on Machines and Mechanisms Theory

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