scholarly journals Development and Evaluation of Advanced Problem-based Learning Classes as Part of an Integrated Curriculum for Sixth-year University Students

2012 ◽  
Vol 38 (6) ◽  
pp. 392-400 ◽  
Author(s):  
Hitomi Teramachi ◽  
Tomoya Tachi ◽  
Tadashi Horiuchi ◽  
Isao Hozumi ◽  
Tadashi Sugiyama ◽  
...  
Keyword(s):  
University Students ◽  
Integrated Curriculum ◽  
Problem Based Learning

scholarly journals Significado social del aprendizaje basado en problemas en universitarios / Social Meaning of Problem Based Learning in University Students

2014 ◽  
Vol 2 (1) ◽  
Author(s):  
Fabiola Rojas Larios ◽  
Verónica López-Virgen ◽  
Evelyn Irma Rodríguez Morrill ◽  
Jorge Guzmán Muñiz
Keyword(s):  
University Students ◽  
Semantic Network ◽  
Problem Based Learning ◽  
Social Meaning ◽  
Academic Education ◽  
Educational Models ◽  
Set Up ◽  
Teaching Learning ◽  
The University ◽  
The Impact

ABSTRACTIn recent years educational models have been changed in order to establish teaching-learning processes to set up profiles and professionalize the academic education actively. A didactic strategy is problem based learning (PBL). The purpose of this research is to analyze the impact of PBL on university students’ through social meaning that it represent themselves. Method: it was used a mixed methodology. The analysis unit was social meaning about PBL, which was analyzed through the natural semantic network technique. The sample was composed by 93 psychology students of the University of Colima in three different grades (3, 5 and 7). The test used was an open question questionnaire type. The results obtained in the SAM group showed that the main defining words with highest social representativeness regarding to PBL are: research, learning, team, analysis and debate.RESUMENEn años recientes se han modificado los modelos educativos con el fin de establecer procesos de enseñanza-aprendizaje que instauren perfiles y profesionalicen la formación universitaria de manera activa. Una estrategia didáctica es el aprendizaje basado en problemas (ABP). El objetivo de la presente investigación es analizar el impacto que tiene el ABP en los estudiantes universitarios a través del significado social que representa para los mismos. Se empleó una metodología mixta. La unidad de análisis fue el significado social del ABP, el cual se estudió a través de la técnica red semántica natural. La muestra estuvo conformada por 93 estudiantes de tres diferentes semestres (3, 5 y 7) de la Licenciatura en Psicología, Universidad de Colima. El instrumento utilizado fue un cuestionario con preguntas abiertas. Los resultados obtenidos en el conjunto SAM, muestran que las principales palabras definidoras con mayor representatividad respecto al ABP son: investigación, aprendizaje, equipo, análisis y debate. Contacto principal: [email protected]

scholarly journals Lessons Learnt from Educating University Students through a Trans-Disciplinary Project for Sustainable Sanitation Using a Systems Approach and Problem-Based Learning

Systems ◽  
2014 ◽  
Vol 2 (3) ◽  
pp. 243-272 ◽  
Author(s):  
Janice Gray ◽  
Jennifer Williams ◽  
Prasanthi Hagare ◽  
Abby Lopes ◽  
Shankar Sankaran
Keyword(s):  
University Students ◽  
Systems Approach ◽  
Problem Based Learning ◽  
Lessons Learnt

scholarly journals The Application of the Problem-Based Learning Approach to English Class: Chinese-speaking Learners’ Willingness to Communicate

2017 ◽  
Vol 9 (3) ◽  
pp. 1
Author(s):  
Lu-Fang Lin
Keyword(s):  
Multivariate Analysis ◽  
University Students ◽  
Analysis Of Variance ◽  
Problem Based Learning ◽  
Willingness To Communicate ◽  
Learning Approach ◽  
Group Settings ◽  
English Classes ◽  
English Class ◽  
Main Effects

This study examined the effect of the integration of the problem-based learning (PBL) approach in English courses on Chinese-speaking university students’ willingness to communicate (WTC). This study also examined whether there were possible differences in learners’ WTC in terms of the gender variable. Two English classes in a Taiwanese university were randomly assigned to the PBL and teacher-lectured (TL) conditions. The PBL group with 43 participants received the PBL instruction in small group settings, whereas the TL group with 45 participants was fully provided with interpretations of teaching materials by the instructor and completed the tasks individually. The WTC scale, including seven subscales, was administered after the treatment. The results of two-way multivariate analysis of variance revealed that the PBL group significantly outperformed the TL group on the friend subscale, while the TL group demonstrated significant main effects on WTC subscales in terms of the gender variable.

scholarly journals Educating The Next Generation Of Energy-Savvy Workforce

2014 ◽  
Vol 5 (1) ◽  
pp. 1-10
Author(s):  
Bin Wu ◽  
Jorge Abad
Keyword(s):  
Energy Efficiency ◽  
University Students ◽  
Problem Based Learning ◽  
Learning Model ◽  
University Graduates ◽  
Next Generation ◽  
Industrial Energy ◽  
Industrial Energy Efficiency ◽  
The Impact

This paper reports a problem-based learning model for the training of university students in the area of industrial energy efficiency, and discusses its context, contents, and the results from its implementation. The impact has been significant, with hundreds of university graduates trained and many of them now working in industry, leading their organization’s energy efficiency initiatives. 

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