Pub Date : 2023-06-29DOI: 10.54337/ojs.jpblhe.v11i3.7584
M. Jarrah, Bethelehem Girmay, O. Ezezika
This case study piloted an interdisciplinary Problem-Based Learning course, utilizing Hung’s (2006) 3C3R model. We explain the course design, curriculum, and implementation. We collected qualitative written questionnaires from students who participated in the course to investigate their learning experiences. As a result, students shed light on lessons they learned throughout the course, which led to the creation of a lessons learned guide for future instructors. This guide encompasses 8 lessons that were gleaned by both qualitative student feedback and instructor reflections from the course. These lessons include allocating in-class time to work on projects, using a modular approach in the course design, presenting students with real-life problems related to the topic of the course, providing in-class case studies for students to get acquainted with examples of previous work, grouping students from diverse academic backgrounds together when possible, utilizing online and librarian resources, surveying the classroom on their comfort with self-directed learning beforehand, and including a self-reflection piece at the end of the course.
{"title":"Interdisciplinary Pedagogy through Problem-Based Learning","authors":"M. Jarrah, Bethelehem Girmay, O. Ezezika","doi":"10.54337/ojs.jpblhe.v11i3.7584","DOIUrl":"https://doi.org/10.54337/ojs.jpblhe.v11i3.7584","url":null,"abstract":"This case study piloted an interdisciplinary Problem-Based Learning course, utilizing Hung’s (2006) 3C3R model. We explain the course design, curriculum, and implementation. We collected qualitative written questionnaires from students who participated in the course to investigate their learning experiences. As a result, students shed light on lessons they learned throughout the course, which led to the creation of a lessons learned guide for future instructors. This guide encompasses 8 lessons that were gleaned by both qualitative student feedback and instructor reflections from the course. These lessons include allocating in-class time to work on projects, using a modular approach in the course design, presenting students with real-life problems related to the topic of the course, providing in-class case studies for students to get acquainted with examples of previous work, grouping students from diverse academic backgrounds together when possible, utilizing online and librarian resources, surveying the classroom on their comfort with self-directed learning beforehand, and including a self-reflection piece at the end of the course.","PeriodicalId":30535,"journal":{"name":"Journal of Problem Based Learning in Higher Education","volume":"23 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70713608","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-13DOI: 10.54337/ojs.jpblhe.v11i3.7501
M. Alpaslan, Bugrahan Yalvac
Climate change put most species’ survival in danger because it substantially affects the climate in which the species live, the quality of the water they drink, as well as the temperature of the air or water. When climate change increases the temperature of the climate, excessive evaporation occurs in lands, lakes, seas, and oceans. Our purpose in this paper is to introduce a mathematical modelling activity embedded in Problem Based Learning (PBL) that allows students to investigate factors related to evaporation. Mathematical modelling is a popular technique of teaching mathematic concepts and skills and a method of inquiry about scientific phenomena that interests scientists. In the present activity, students use secondary data from trusted websites to test their hypotheses. Students are engaged in analyzing and interpreting data, generating and testing models, and discussing and presenting findings with their peers. The activity allows students the opportunity to examine the relationship between variables and predict one variable using the other. The activity has the potential to foster students’ computational and higher-order thinking skills.
{"title":"Integrating Mathematical Modelling into Problem Based Research: An Evaporation Activity","authors":"M. Alpaslan, Bugrahan Yalvac","doi":"10.54337/ojs.jpblhe.v11i3.7501","DOIUrl":"https://doi.org/10.54337/ojs.jpblhe.v11i3.7501","url":null,"abstract":"Climate change put most species’ survival in danger because it substantially affects the climate in which the species live, the quality of the water they drink, as well as the temperature of the air or water. When climate change increases the temperature of the climate, excessive evaporation occurs in lands, lakes, seas, and oceans. Our purpose in this paper is to introduce a mathematical modelling activity embedded in Problem Based Learning (PBL) that allows students to investigate factors related to evaporation. Mathematical modelling is a popular technique of teaching mathematic concepts and skills and a method of inquiry about scientific phenomena that interests scientists. In the present activity, students use secondary data from trusted websites to test their hypotheses. Students are engaged in analyzing and interpreting data, generating and testing models, and discussing and presenting findings with their peers. The activity allows students the opportunity to examine the relationship between variables and predict one variable using the other. The activity has the potential to foster students’ computational and higher-order thinking skills.","PeriodicalId":30535,"journal":{"name":"Journal of Problem Based Learning in Higher Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45061484","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-17DOI: 10.54337/ojs.jpblhe.v11i1.7371
Antonia Scholkmann, Nikolaj Stegeager, Richard K. Miller
This paper provides a conceptual elaboration of the role of Problem-based Learning (PBL) in the integration of social sciences and humanities (SSH) with science, technology, engineering, and mathematics (STEM), and an analysis of the challenges this brings about. SSH-STEM integration is an endeavor that is timely, relevant, and urgent given the insufficient answers that higher education provides to the challenges social science and (especially) humanity faces. PBL can be argued as a pedagogical model to naturally cater to this demand. Based on two cases of integrated study programs from Aalborg University, Denmark, we analyze and discuss challenges and potential pitfalls in integrating SSH and STEM. As a result, we pinpoint learnings that can serve as timely guides in future iterations of problem-based, inter- and transdisciplinary endeavors in higher education.
{"title":"Integrating the Integration","authors":"Antonia Scholkmann, Nikolaj Stegeager, Richard K. Miller","doi":"10.54337/ojs.jpblhe.v11i1.7371","DOIUrl":"https://doi.org/10.54337/ojs.jpblhe.v11i1.7371","url":null,"abstract":"This paper provides a conceptual elaboration of the role of Problem-based Learning (PBL) in the integration of social sciences and humanities (SSH) with science, technology, engineering, and mathematics (STEM), and an analysis of the challenges this brings about. SSH-STEM integration is an endeavor that is timely, relevant, and urgent given the insufficient answers that higher education provides to the challenges social science and (especially) humanity faces. PBL can be argued as a pedagogical model to naturally cater to this demand. Based on two cases of integrated study programs from Aalborg University, Denmark, we analyze and discuss challenges and potential pitfalls in integrating SSH and STEM. As a result, we pinpoint learnings that can serve as timely guides in future iterations of problem-based, inter- and transdisciplinary endeavors in higher education.","PeriodicalId":30535,"journal":{"name":"Journal of Problem Based Learning in Higher Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44945319","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-17DOI: 10.54337/ojs.jpblhe.v11i1.7375
Aida Guerra, Bente Nørgaard, Xiangyun Du
This study explored university teachers’ professional learning when participating in a pedagogical development (PD) programme. The PD programme, entitled the Aalborg Certificate on Basics of PBL and Curriculum Change, had a workload of 150 hours and ran for four months, involving 23 teachers from Universidad Nacional de Colombia (Bogotá, Colombia). The programme comprised four modules, delivered in a blended mode, and followed a problem- and project-based learning (PBL) approach, as well as being based on PBL principles. This investigation conceptualizes professional learning from the complex learning theory perspective, describing it as a complex dynamic system involving knowledge, motivations, values, attitudes, and beliefs dependent on social and individual contextual factors, and how these can lead to the implementation of alternative teaching practices in classroom (e.g., PBL). Building on that, this work addresses the following research questions: (1) What knowledge and beliefs have the PD programme participants developed about PBL? (2) In which ways do the developed knowledge and beliefs impact participants’ change towards PBL? This analysis takes a qualitative approach and uses multiple sources of data, namely participants’ portfolios and reflection essays, as well as a qualitative survey. The results show the participants developed a deep understanding of PBL principles and practices by experiencing them through the PD programme, and that reflective practice enables continuous professional learning and development. Additionally, their perceived challenges were related to time, as well as institutional support and infrastructures, in addition to student and teacher training.
{"title":"University Educators’ Professional Learning in a PBL Pedagogical Development Programme","authors":"Aida Guerra, Bente Nørgaard, Xiangyun Du","doi":"10.54337/ojs.jpblhe.v11i1.7375","DOIUrl":"https://doi.org/10.54337/ojs.jpblhe.v11i1.7375","url":null,"abstract":"This study explored university teachers’ professional learning when participating in a pedagogical development (PD) programme. The PD programme, entitled the Aalborg Certificate on Basics of PBL and Curriculum Change, had a workload of 150 hours and ran for four months, involving 23 teachers from Universidad Nacional de Colombia (Bogotá, Colombia). The programme comprised four modules, delivered in a blended mode, and followed a problem- and project-based learning (PBL) approach, as well as being based on PBL principles. This investigation conceptualizes professional learning from the complex learning theory perspective, describing it as a complex dynamic system involving knowledge, motivations, values, attitudes, and beliefs dependent on social and individual contextual factors, and how these can lead to the implementation of alternative teaching practices in classroom (e.g., PBL). Building on that, this work addresses the following research questions: (1) What knowledge and beliefs have the PD programme participants developed about PBL? (2) In which ways do the developed knowledge and beliefs impact participants’ change towards PBL? This analysis takes a qualitative approach and uses multiple sources of data, namely participants’ portfolios and reflection essays, as well as a qualitative survey. The results show the participants developed a deep understanding of PBL principles and practices by experiencing them through the PD programme, and that reflective practice enables continuous professional learning and development. Additionally, their perceived challenges were related to time, as well as institutional support and infrastructures, in addition to student and teacher training.","PeriodicalId":30535,"journal":{"name":"Journal of Problem Based Learning in Higher Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44593565","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-17DOI: 10.54337/ojs.jpblhe.v11i1.7807
Annemette Helligsø
This paper argues that God has a plan and purpose for the conclusion of our present age. This future will not be ethereal or nondescript as Scripture outlines coming prophetic events with great detail and specificity. Dr. Glaser, in a thorough exposition of Matthew 28:18-20, concludes that Jesus linked the proclamation of the Gospel with His second coming by commanding His disciples to make disciples throughout world “until the end of the age.” Therefore, Jesus and the disciples were very concerned about the world to come and Dr. Glaser suggests that the future hope of a literal Messianic kingdom is woven into the very core of both Testaments but is presently minimized by a rising eschatological cynicism within today’s church. Dr. Glaser develops the task given to the disciples known as the Great Commission through a careful exegesis of the text and discussion 29 et al.: Entire Issue Published by Digital Commons @ Biola, 2015 2 The Journal of Messianic Jewish Studies Volume 1, 2015 of the frst century Jewish understanding of what it meant to “make disciples.” Further, Glaser demonstrates that the term συντελείας used in Matthew 24:3 and 28:20 in and translated as “end” would best be viewed as the consummation of a series of eschatological events surrounding the Second Coming of Jesus. Glaser dismisses the notion that the “end of the age,” as the phrase is so ofen translated, should be understood by today’s disciples as simple words of comfort or a conclusion to what has gone before, but rather to an unfolding of “end times” events inclusive of the restoration of Israel, various eschatological judgments and the penultimate return of Christ. Dr. Glaser argues that Jesus encouraged the disciples to look towards the events of the συντελείας, the consummation of the age, thereby creating a greater sense of urgency and providing the motivation for fulflling the Commission. He further suggests that when the events of the future are de-literalized and downplayed that the burden for bringing the Gospel to those without Jesus is diminished
{"title":"Entire issue","authors":"Annemette Helligsø","doi":"10.54337/ojs.jpblhe.v11i1.7807","DOIUrl":"https://doi.org/10.54337/ojs.jpblhe.v11i1.7807","url":null,"abstract":"This paper argues that God has a plan and purpose for the conclusion of our present age. This future will not be ethereal or nondescript as Scripture outlines coming prophetic events with great detail and specificity. Dr. Glaser, in a thorough exposition of Matthew 28:18-20, concludes that Jesus linked the proclamation of the Gospel with His second coming by commanding His disciples to make disciples throughout world “until the end of the age.” Therefore, Jesus and the disciples were very concerned about the world to come and Dr. Glaser suggests that the future hope of a literal Messianic kingdom is woven into the very core of both Testaments but is presently minimized by a rising eschatological cynicism within today’s church. Dr. Glaser develops the task given to the disciples known as the Great Commission through a careful exegesis of the text and discussion 29 et al.: Entire Issue Published by Digital Commons @ Biola, 2015 2 The Journal of Messianic Jewish Studies Volume 1, 2015 of the frst century Jewish understanding of what it meant to “make disciples.” Further, Glaser demonstrates that the term συντελείας used in Matthew 24:3 and 28:20 in and translated as “end” would best be viewed as the consummation of a series of eschatological events surrounding the Second Coming of Jesus. Glaser dismisses the notion that the “end of the age,” as the phrase is so ofen translated, should be understood by today’s disciples as simple words of comfort or a conclusion to what has gone before, but rather to an unfolding of “end times” events inclusive of the restoration of Israel, various eschatological judgments and the penultimate return of Christ. Dr. Glaser argues that Jesus encouraged the disciples to look towards the events of the συντελείας, the consummation of the age, thereby creating a greater sense of urgency and providing the motivation for fulflling the Commission. He further suggests that when the events of the future are de-literalized and downplayed that the burden for bringing the Gospel to those without Jesus is diminished","PeriodicalId":30535,"journal":{"name":"Journal of Problem Based Learning in Higher Education","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135862279","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-17DOI: 10.54337/ojs.jpblhe.v11i1.7370
Lorenzo Duchi, Virginie F. C. Servant‐Miklos, Loïs Kooij, Liesbeth Noordegraaf-Eelens
This paper examines the impact of a structured, multi-dimensional reflection track of a 16-week pilot programme in experimental pedagogics (XP) in The Netherlands. XP is an elective undergraduate programme in which students investigate socially relevant educational problems in local communities and design educational interventions to address these issues through problem-oriented project work (PPL). To accompany the learning journey, students follow a reflection track structured with workshops, learning diaries, and articulated learning essays, that covers cognitive, phenomenological, relational, social and global dimensions of reflection. The design of the track was informed by an interdisciplinary reflection framework combining inputs from cognitive and critical paradigms. To evaluate and improve the impact of this novel approach to reflection in problem-oriented education, the authors undertook an Education Action Research (EAR) process with the 17 participating students. The evaluation phase of the EAR was conducted using a phenomenographic design to draw out qualitative variations in conceptions of reflection among students who participated in the pilot. Focusing on variations of conceptions allowed the teachers-as-action-researchers to gain a fine-grained understanding of reflection within the XP problem-oriented setting. The findings reveal an outcome space comprising seven increasingly complex reflection categories. A phenomenographic analysis of the categories led us to conclude that there exists a reflection “sweet spot” inside which there is growth in reflection breadth and depth. Outside the sweet spot, students either do not reflect at all, or become so entangled in reflection that an infinite reflection regress appears to derail learning. We conclude by discussing the contributions of these findings to strengthening critical, socially relevant reflection in problem-oriented project work in the context of current global crises, focusing on the role of supervisors in fostering productive reflection.
{"title":"“Sweet Spot” for Reflection in Problem-oriented Education","authors":"Lorenzo Duchi, Virginie F. C. Servant‐Miklos, Loïs Kooij, Liesbeth Noordegraaf-Eelens","doi":"10.54337/ojs.jpblhe.v11i1.7370","DOIUrl":"https://doi.org/10.54337/ojs.jpblhe.v11i1.7370","url":null,"abstract":"This paper examines the impact of a structured, multi-dimensional reflection track of a 16-week pilot programme in experimental pedagogics (XP) in The Netherlands. XP is an elective undergraduate programme in which students investigate socially relevant educational problems in local communities and design educational interventions to address these issues through problem-oriented project work (PPL). To accompany the learning journey, students follow a reflection track structured with workshops, learning diaries, and articulated learning essays, that covers cognitive, phenomenological, relational, social and global dimensions of reflection. The design of the track was informed by an interdisciplinary reflection framework combining inputs from cognitive and critical paradigms. To evaluate and improve the impact of this novel approach to reflection in problem-oriented education, the authors undertook an Education Action Research (EAR) process with the 17 participating students. The evaluation phase of the EAR was conducted using a phenomenographic design to draw out qualitative variations in conceptions of reflection among students who participated in the pilot. Focusing on variations of conceptions allowed the teachers-as-action-researchers to gain a fine-grained understanding of reflection within the XP problem-oriented setting. The findings reveal an outcome space comprising seven increasingly complex reflection categories. A phenomenographic analysis of the categories led us to conclude that there exists a reflection “sweet spot” inside which there is growth in reflection breadth and depth. Outside the sweet spot, students either do not reflect at all, or become so entangled in reflection that an infinite reflection regress appears to derail learning. We conclude by discussing the contributions of these findings to strengthening critical, socially relevant reflection in problem-oriented project work in the context of current global crises, focusing on the role of supervisors in fostering productive reflection. ","PeriodicalId":30535,"journal":{"name":"Journal of Problem Based Learning in Higher Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42608230","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-17DOI: 10.54337/ojs.jpblhe.v11i1.7373
J. Kloeg
In this paper, this theme of the open question is offered as a hermeneutical approach to problem-based learning. Most of the scientific literature on problem-based learning is in the realm of the behavioral-sciences. To the extent that the latter becomes the exclusive focus of research on problem-based learning, there is a risk of instrumentalization. The hermeneutical approach of this paper is meant to complement this field of research. The subjects of humanities research are not directly available to a humanities scholar, at least not in the way experimental subjects are to a natural scientist. This is Wilhelm Dilthey’s epoch-making understanding of the humanities in a nutshell. Philosophical anthropologist Helmuth Plessner, drawing on Dilthey, extends this insight to the historicity of human existence as such, summarizing the latter as an ‘open question’ that is always impressing itself upon us as human beings, but which at the same time cannot be answered definitively. It is through this process of asking and answering that we leave behind a history in the first place. I use these arguments to show that the theme of the open question yields a series of interconnected educational insights: notably the importance of subjectification, the social and historical context within which education necessarily takes place, and the construction of new knowledge and experience. These educational insights are rendered explicit and put into practice in problem-based learning. I hope in this way to develop a research perspective on problem-based learning as not only a set of behaviors, but as the scene of meaningful action.
{"title":"Education as an Open Question","authors":"J. Kloeg","doi":"10.54337/ojs.jpblhe.v11i1.7373","DOIUrl":"https://doi.org/10.54337/ojs.jpblhe.v11i1.7373","url":null,"abstract":"In this paper, this theme of the open question is offered as a hermeneutical approach to problem-based learning. Most of the scientific literature on problem-based learning is in the realm of the behavioral-sciences. To the extent that the latter becomes the exclusive focus of research on problem-based learning, there is a risk of instrumentalization. The hermeneutical approach of this paper is meant to complement this field of research. The subjects of humanities research are not directly available to a humanities scholar, at least not in the way experimental subjects are to a natural scientist. This is Wilhelm Dilthey’s epoch-making understanding of the humanities in a nutshell. Philosophical anthropologist Helmuth Plessner, drawing on Dilthey, extends this insight to the historicity of human existence as such, summarizing the latter as an ‘open question’ that is always impressing itself upon us as human beings, but which at the same time cannot be answered definitively. It is through this process of asking and answering that we leave behind a history in the first place. I use these arguments to show that the theme of the open question yields a series of interconnected educational insights: notably the importance of subjectification, the social and historical context within which education necessarily takes place, and the construction of new knowledge and experience. These educational insights are rendered explicit and put into practice in problem-based learning. I hope in this way to develop a research perspective on problem-based learning as not only a set of behaviors, but as the scene of meaningful action.","PeriodicalId":30535,"journal":{"name":"Journal of Problem Based Learning in Higher Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44611632","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-17DOI: 10.54337/ojs.jpblhe.v11i1.7374
Virginie F. C. Servant‐Miklos, J. Holgaard, A. Kolmos
The purpose of this study was to identify patterns of change in students’ awareness of, interest in and engagement with sustainability issues during the process of acclimatisation to their PBL engineering studies, and to look for differences between engineering disciplines with respect to these aspects. This study used a longitudinal qualitative approach with a theory-led thematic analysis. There were 16 participants in total, interviewed at 3 intervals during a period of 18 months at a faculty of engineering in Denmark. The authors found a pattern of increase in sustainability awareness, interest, and engagement throughout the three semesters of the study. Some differences between engineering disciplines were visible, especially between sustainability-oriented engineering and the others. Most students who increased their sustainability awareness and interest were also likely to engage further with the topic. That engagement built up from individual engagement, to professional engagement and for some, into institutional and public sphere engagement. The findings are timely given the pressure faced by engineering education to incorporate sustainability issues. It provides avenues for educating engineering graduates who will display interest, awareness, and engagement with sustainability issues. It suggests institutional engagement as a potential avenue to explore for engineering educators.
{"title":"Sustainability Matters","authors":"Virginie F. C. Servant‐Miklos, J. Holgaard, A. Kolmos","doi":"10.54337/ojs.jpblhe.v11i1.7374","DOIUrl":"https://doi.org/10.54337/ojs.jpblhe.v11i1.7374","url":null,"abstract":"The purpose of this study was to identify patterns of change in students’ awareness of, interest in and engagement with sustainability issues during the process of acclimatisation to their PBL engineering studies, and to look for differences between engineering disciplines with respect to these aspects. This study used a longitudinal qualitative approach with a theory-led thematic analysis. There were 16 participants in total, interviewed at 3 intervals during a period of 18 months at a faculty of engineering in Denmark. The authors found a pattern of increase in sustainability awareness, interest, and engagement throughout the three semesters of the study. Some differences between engineering disciplines were visible, especially between sustainability-oriented engineering and the others. Most students who increased their sustainability awareness and interest were also likely to engage further with the topic. That engagement built up from individual engagement, to professional engagement and for some, into institutional and public sphere engagement. The findings are timely given the pressure faced by engineering education to incorporate sustainability issues. It provides avenues for educating engineering graduates who will display interest, awareness, and engagement with sustainability issues. It suggests institutional engagement as a potential avenue to explore for engineering educators.","PeriodicalId":30535,"journal":{"name":"Journal of Problem Based Learning in Higher Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49246183","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-17DOI: 10.54337/ojs.jpblhe.v11i1.7372
S. Reinsch, Juliane Walther, Stefanie Oess, Wiebke Tschorr, Jonathan Nübel, Jannis Schwanemann, C. G. Leineweber
Clinical knowledge, group facilitation skills, and cognitive congruence are considered important factors for the successful tutoring of Problem Based Learning sessions. In addition, the theory of Community of Practice has become an important tool to approach social learning and knowledge integration in medical education and organizational studies. More research is needed to link these two strands of research. We look at novice medical students’ experiences and comparative reflections on student-tutors and clinician-tutors as facilitators of PBL sessions in a participatory, randomized cross-over design. Qualitative methodologies were used to probe the experiences of participants. In this study, the main factor for successful PBL sessions for first-year students was the creation of a non-hierarchical learning atmosphere, which starkly differentiated itself from the rigidity of a PBL structure organized around clinician-tutors and their hierarchically-imparted knowledge. In contrast, a more flexible strategy of student tutors and their constructive management of “not-knowing” enabled novice students to take steps on their own — of which they were highly appreciative, stressing how it allowed them to develop earlier autonomy with regard to PBL methodology, manage uncertainty, and create a shared identity as a community of learners.
{"title":"Socialization, Professional Identity Formation and Training for Uncertainty","authors":"S. Reinsch, Juliane Walther, Stefanie Oess, Wiebke Tschorr, Jonathan Nübel, Jannis Schwanemann, C. G. Leineweber","doi":"10.54337/ojs.jpblhe.v11i1.7372","DOIUrl":"https://doi.org/10.54337/ojs.jpblhe.v11i1.7372","url":null,"abstract":"Clinical knowledge, group facilitation skills, and cognitive congruence are considered important factors for the successful tutoring of Problem Based Learning sessions. In addition, the theory of Community of Practice has become an important tool to approach social learning and knowledge integration in medical education and organizational studies. More research is needed to link these two strands of research. We look at novice medical students’ experiences and comparative reflections on student-tutors and clinician-tutors as facilitators of PBL sessions in a participatory, randomized cross-over design. Qualitative methodologies were used to probe the experiences of participants. In this study, the main factor for successful PBL sessions for first-year students was the creation of a non-hierarchical learning atmosphere, which starkly differentiated itself from the rigidity of a PBL structure organized around clinician-tutors and their hierarchically-imparted knowledge. In contrast, a more flexible strategy of student tutors and their constructive management of “not-knowing” enabled novice students to take steps on their own — of which they were highly appreciative, stressing how it allowed them to develop earlier autonomy with regard to PBL methodology, manage uncertainty, and create a shared identity as a community of learners.","PeriodicalId":30535,"journal":{"name":"Journal of Problem Based Learning in Higher Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44625768","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-17DOI: 10.54337/ojs.jpblhe.v11i1.7803
Virginie F. C. Servant‐Miklos, Xiangyun Du, Jette Egelund Holgaard, N. Stegeager
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