Technology Applications to Support Teachers’ Design and Facilitation of, and Students’ Participation in PBL

Belland, Brian R.

doi:10.1002/9781119173243.ch18

Cited by 4 publications

(4 citation statements)

References 100 publications

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“…This involves harnessing various digital tools and resources to create dynamic learning environments that transcend traditional classroom boundaries. Proficiency in leveraging technology for interactive and engaging content delivery, fostering digital literacy, and promoting innovative pedagogies becomes indispensable in preparing students for the digital era (Belland, 2019). Furthermore, assessment ability stands as a cornerstone of these competencies.…”

Section: Learning Management Competenciesmentioning

confidence: 99%

Developing a Model to Enhance Junior High School Teacher 21st Century Learning Management Competencies

Sihawong,

Phusee-orn

2023

JEL

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This study pursues a comprehensive tripartite agenda: firstly, to investigate the essential requisites for formulating a model geared towards augmenting teachers’ 21st century learning management competencies; secondly, to design a tailored model aligned with these competencies; and thirdly, to scrutinize the tangible impact of model implementation. Employing a multi-phased approach involving meticulous need analysis, model development, and real-world implementation, this study navigated a dynamic educational landscape. Phase 1 involved 353 participants, collectively shaping the foundation for subsequent phases. Phase 2 harnessed the expertise of five seasoned educators and scholars to collaboratively refine and assess the model. Phase 3 expanded the scope to encompass 24 junior high school teachers and 36 educational stakeholders, further validating the model’s utility. The outcomes highlight a model encompassing curriculum development, learner-centered active learning strategies, media and technology integration, authentic learning assessment, and conducting research for learner development. This comprehensive model was fashioned as a dynamic workshop, integrating face-to-face training, coaching training, and online modules, thereby catering to diverse learning preferences. Remarkably, the model’s implementation elicited substantial benefits: significant enhancements were observed in teachers’ 21st century learning management skills, while students’ 21st century skills also experienced discernible progress. Notably, the model’s overall quality, rigorously evaluated through the CIPPIEST model, reaffirms its excellence and potential for sustainable educational advancement.

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Section: Learning Management Competenciesmentioning

confidence: 99%

Developing a Model to Enhance Junior High School Teacher 21st Century Learning Management Competencies

Sihawong,

Phusee-orn

2023

JEL

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“…Namun, juga menawarkan kesempatan bagi peserta didik untuk menerapkan pengetahuan dan keterampilan berpikir tingkat tinggi di dunia nyata. Pembelajaran berbasis masalah mengasimilasi pengetahuan melalui interaksi dengan alat dan orang lain (Belland, 2019).…”

Section: Pendahuluanunclassified

Pengaruh Model Pembelajaran Berbasis Masalah berbantuan Chatbot AI terhadap Higher Order Thinking Skill

Wibowo,

Faizah

2023

JND

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This study aims to determine the effect of problem-based learning models assisted by AI chatbots on higher-order thinking skills in Class IV at SDN 1 Genteng Kec. Genteng, Kab. Banyuwangi, East Java. This type of research uses a quantitative approach with a quasi-experimental research method and a Non-equivalent Control Group Design. Non-probability sampling was used. The population and sample consisted of 33 students in class IV-A as the experimental class and 39 students in class IV-B as the control class in SDN 1 Genteng, Kec. Genteng, Kab. Banyuwangi, East Java. The data-collection instrument used a written test in the form of multiple choices and descriptions. Data analysis techniques using SPSS Statistics 21. The results of the study showed that problem-based learning models assisted by AI chatbots affected learning outcomes. Other results using problem-based learning models assisted by chatbot AI are different from those obtained using conventional models. The improved learning outcomes based on the N-Gain score of problem-based learning models assisted by AI chatbots is 56.1545, and that of conventional models is 21.0266. It can be concluded that the use of problem-based learning models assisted by AI chatbots is effective in elementary school learning.

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“…The handling of new instructors could be adopted through the principles of cognitive apprenticeship that assist instructors to be capable of planning out the way a considerable time should be allocated for a respective task and establishing effective response from the teacher or well-informed peers (Lopez-Alcarria, Olivares-Vicente, & Poza-Vilches 2019), a unique way to learn this is through following a professional in the subject area. Both teachers and their students require ample time to change and improve PBL as a novel practice in teaching and undergo a diverse learning experience (Belland, 2019). To assist in the transition from the traditional mode of teaching to improve PBL, recognizing the advantages and limitations of the PBL model could be of great importance.…”

Section: Models To Practice Exercisementioning

confidence: 99%

Review of Related literature on Problem-based Learning and Cognitive Apprenticeship for Instruction in Agriculture as Vocational Education

Girei¹,

Abdullah²,

Hammanjoda³

2020

IJARPED

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Problem-based learning (PBL) is a student-centered, enabling approach for fostering student's collaboration, self-directed learning, and critical reasoning skills. This paper discussed the previous literature on how components of problem-based learning (PBL) integrates Cognitive apprenticeship (CA) learning principle, considering Scaffolding could benefit vocational learning in the field of Agriculture. These are elements employed to expose students to real-world problem solving, critical thinking skills as well as effective knowledge transfer through active engagement. Results indicate that undertaking on the role of a more specialist as an instructor can take a dynamic role in the problem-based learning strategy, providing the necessary resources to build learners who could address ill-structured problems to use the application of real-life experience and specialist-level strategies to address the cognitive task. This complex skill that cannot be acquired through the traditional teaching, but rather skills that are acquired through the scaffolding of progressive and more stimulating learning opportunities, through guidance and routine exercise, collaborative, and self-reflection. Solving real-world problems entails active collaboration and exploiting the potentials of technologies available for us, and thus instructors need to be contented as facilitators of a learning situation that is often a complex and challenging environment. Thus, it is established that the PBL and Scaffolding have the potentials to enhance student's critical thinking skills but with a careful structure of authentic learning situations.

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Technology Applications to Support Teachers’ Design and Facilitation of, and Students’ Participation in PBL

Cited by 4 publications

References 100 publications

Developing a Model to Enhance Junior High School Teacher 21st Century Learning Management Competencies

Developing a Model to Enhance Junior High School Teacher 21st Century Learning Management Competencies

Pengaruh Model Pembelajaran Berbasis Masalah berbantuan Chatbot AI terhadap Higher Order Thinking Skill

Review of Related literature on Problem-based Learning and Cognitive Apprenticeship for Instruction in Agriculture as Vocational Education

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