Differential effects of variations in problem-based and lecturing sequences
Differential effects of variations in problem-based and lecturing sequences
复制标题
基于问题和讲座顺序变化的不同影响
DOI：
10.1504/ijceell.2016.0760019
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发表时间：
2016
影响因子：
1.6
通讯作者：
P. Kommers
中科院分区：
文献类型：
--
作者：
J. M. Podges;P. Kommers
这项研究描述了以问题为基础的学习(PBL)如何最好地作为授课模式的补充。比较了PBL教学模式和PBL教学模式。PBL问题是以项目为基础的，并整合了各种概念以匹配现实情况。采用PBL后授课模式的学生，其态度效应、动机效应和反思量都较高。做PBL的学生首先发现它更费力，一旦在讲授模式中补充，他们就会变得消极。PBL组件提高了学生的团队合作和沟通能力，同时他们也学会了应用他们的知识来解决复杂的工程问题。南非确实需要解决雇主的期望与高等教育成果之间的差距，大学至少部分转向PBL可能是值得的。
This study describes how problem-based learning (PBL) can best be used as a supplementary to the lecturing mode. The lecturing mode followed/supplemented by PBL is compared with PBL followed/supplemented by the lecturing mode. The PBL problem was project-based and integrates various concepts to match a real-life situation. The attitudinal effects, motivational effects and amount of reflection were much higher for those students who were in the lecturing mode followed by PBL. Students who did PBL first found it more strenuous and they became negative once supplemented in the lecturing mode. The PBL component improves the student's teamwork and communication skills whilst they also learn to apply their knowledge to solve complex engineering problems. There is a real need to address gaps between employer expectations and higher education outcomes in South Africa and it might be worth it for universities to move at least in part to PBL.