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Journal of Problem Based Learning in Higher Education最新文献

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Entire issue 整个问题
Q4 Social Sciences Pub Date : 2022-12-19 DOI: 10.54337/ojs.jpblhe.v10i1.7606
Annemette Helligsø
Children born to immigrants in the United States typically speak their parents’ home language, but full bilingualism is not always the case, especially as children move into their teen years and become English dominant. Full bilingualism, however, seems to offer many benefits—cognitive, academic, economic, and advantages related to resiliency. Additionally, from a spiritual standpoint, full bilingualism seems advantageous due to the requisite that children be fully able to communicate as well as think deeply in the language of their parents if parents are to fulfill their biblical obligations of instructing their children spiritually. In this paper, the possible spiritual outcomes of full bilingualism were theorized based on the results of questionnaires completed by children and their parents in two-way Spanish dual language programs versus mainstream programs. From a justice perspective, the multiple advantages of full bilingualism pointed clearly to the need to support immigrant families by providing programs that promote thorough bilingual language development for their children.
在美国,移民所生的孩子通常会说父母的母语,但完全双语并不总是这样,尤其是当孩子进入青少年时期,英语占主导地位时。然而,全面的双语能力似乎提供了许多好处——认知、学术、经济和与弹性相关的优势。此外,从属灵的角度来看,完全双语似乎是有利的,因为如果父母要履行圣经中教导孩子属灵的义务,孩子就必须完全能够用父母的语言进行交流和深入思考。本文通过对西班牙语双向双语项目与主流双语项目中儿童及其父母的问卷调查结果,对完全双语可能产生的精神结果进行了理论分析。从公正的角度来看,全面双语的多重优势清楚地表明,需要通过提供促进孩子全面双语语言发展的项目来支持移民家庭。
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引用次数: 0
Editorial 编辑
Q4 Social Sciences Pub Date : 2022-12-19 DOI: 10.54337/ojs.jpblhe.v10i1.7605
Patrik Kjærsdam Telléus, Bettina Dahl Søndergaard
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引用次数: 0
Exploring Approaches for Blended Learning in Life Sciences 生命科学中混合式学习方法的探索
Q4 Social Sciences Pub Date : 2022-11-24 DOI: 10.54337/ojs.jpblhe.v10i1.7304
Malene Brohus, Palle Duun Rohde, Simon Gregersen Echers, Klaus Westphal, R. Ern, Helene H. Jensen
Digital tools and platforms offer new solutions to design and conduct university teaching. This case illustrates how such digital solutions may be utilized in problem-based learning programmes within life science educations. Specifically, the case evaluated the use of live-streamed and recorded lectures, the incorporation of digital formative assessment in lectures, and the use of a digital platform to support experimental project work in a research laboratory. We find that digital solutions provide flexibility for both lecturers and students, advantageous options for collecting and sharing information, and for engaging students in their learning process. However, digital tools cannot replace all aspects of traditional in-person teaching, such as social interactions. Rather, when blended with in-person teaching, digital solutions have a large potential for supporting new forms of and approaches to both theoretical and experimental university teaching.
数字工具和平台为大学教学的设计和实施提供了新的解决方案。这个案例说明了这种数字解决方案如何在生命科学教育中用于基于问题的学习计划。具体而言,该案例评估了直播和录音讲座的使用,将数字形成性评估纳入讲座,以及使用数字平台支持研究实验室的实验项目工作。我们发现,数字解决方案为讲师和学生提供了灵活性,为收集和共享信息以及让学生参与学习过程提供了有利的选择。然而,数字工具无法取代传统面对面教学的所有方面,例如社交互动。相反,当与面对面教学相结合时,数字解决方案在支持大学理论和实验教学的新形式和方法方面具有巨大潜力。
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引用次数: 0
360VR PBL: A New Format of Digital Cases in Clinical Medicine 360VR PBL:临床医学数字化病例的新形式
Q4 Social Sciences Pub Date : 2022-10-31 DOI: 10.54337/ojs.jpblhe.v10i1.7097
Jacob Davidsen, Dorthe Vinther Larsen, L. Paulsen, Sten Rasmussen
In this paper, we present and discuss an explorative study on the use of a social 360° virtual reality (360VR) for supporting case-based Problem Based Learning (case-PBL) in clinical medical education. In the context of case-PBL, we argue that our social 360VR learning space extends the design and application of cases in medical education by including elements from project-PBL. Three groups tested the learning design as a part of the clinical exercises in their 5. Semester bachelor course. After the social 360VR activity, the students performed a physical examination of the collateral and cruciate ligaments of the knee like the one in the training material. Our preliminary findings indicate that the students immersed in social 360VR collaboratively establish a mutual understanding of how to perform the examination through identifying problems related to the examination and by taking responsibility for their own and the other group members learning.
在本文中,我们提出并讨论了一项关于在临床医学教育中使用社会360°虚拟现实(360VR)支持基于案例的问题学习(case-PBL)的探索性研究。在案例pbl的背景下,我们认为我们的社交360VR学习空间通过纳入项目pbl的元素,扩展了案例在医学教育中的设计和应用。三个小组在他们的5年级测试了学习设计作为临床练习的一部分。学期学士课程。在社交360VR活动之后,学生们对膝盖的副韧带和十字韧带进行了体检,就像训练材料中的那样。我们的初步研究结果表明,沉浸在社交360虚拟现实中的学生通过识别与考试相关的问题,并对自己和其他小组成员的学习负责,共同建立了如何进行考试的相互理解。
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引用次数: 0
Facilitating Postformal Thinking Through Problem-Based Learning in the History Survey Course: An Empirically Tested PBL Model 在历史调查课程中通过基于问题的学习促进形式后思维:一个经过实证检验的PBL模型
Q4 Social Sciences Pub Date : 2022-10-07 DOI: 10.54337/ojs.jpblhe.v10i1.7288
Charles T. Wynn
This case study presents a problem-based learning (PBL) model that guides general education history students to practice and acquire more advanced problem-solving skills – those found in postformal thinking systems – and to apply these thinking skills to develop and share solution alternatives both to periodized historical issues and to current problems and issues. The article also summarizes findings from three studies that tested the impact of the PBL model on students’ cognitive growth, level of course engagement, and perception of content relevance. These findings include student comments on the impact their PBL experiences had on their thinking skills and the usefulness of these skills in problem solving. The article concludes by providing tips on implementing the PBL model in a college general education history course.   
本案例研究提出了一种基于问题的学习(PBL)模式,该模式引导普通教育历史学生练习并获得更高级的解决问题的技能——那些在后形式思维系统中发现的技能——并应用这些思维技能来开发和分享针对分期历史问题和当前问题的解决方案。本文还总结了三项研究的结果,这些研究测试了PBL模式对学生认知发展、课程参与水平和内容相关性感知的影响。这些发现包括学生对他们的PBL经历对他们的思维技能的影响以及这些技能在解决问题方面的有用性的评论。文章最后提出了在大学通识教育历史课程中实施PBL模式的几点建议。
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引用次数: 0
Enhancing Students’ Problem-solving Skills through Project-based Learning 通过项目学习提高学生解决问题的能力
Q4 Social Sciences Pub Date : 2022-06-27 DOI: 10.54337/ojs.jpblhe.v10i1.6887
E. Karan, Lisa Brown
The goal of the study is to overcome two main drawbacks of traditional science, technology, engineering, and math (STEM) pedagogical strategies using PBL - lack of student engagement and students who are not prepared for more complex problems. PBL teaching strategies practiced in an introductory class are assessed. Classroom observations and student surveys are used to determine at what level does the PBL affect students’ problem-solving skills. For the first half of the semester of the course, traditional lectures were used, during the second half, students are divided into experimental (PBL strategy) and control groups. The results of the survey and student grades are analyzed to determine a statistically significant difference between pre/post-study results. From the students’ perspective, there is a significant mean difference between their confidence level in solving problems before and after using PBL and the students earned higher grades compared to the students in the control group.
该研究的目标是克服使用PBL的传统科学、技术、工程和数学(STEM)教学策略的两个主要缺点——缺乏学生参与度和学生没有为更复杂的问题做好准备。在介绍课上对PBL教学策略进行了评估。课堂观察和学生调查用于确定PBL在多大程度上影响学生解决问题的技能。在课程的前半学期,学生们使用传统的讲座,在下半学期,他们被分为实验组(PBL策略)和对照组。对调查结果和学生成绩进行分析,以确定研究前/研究后结果之间的统计学显著差异。从学生的角度来看,他们在使用PBL前后解决问题的信心水平之间存在显著的平均差异,与对照组的学生相比,学生获得了更高的成绩。
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引用次数: 1
Variations in Project-Based Course Design 基于项目的课程设计的变化
Q4 Social Sciences Pub Date : 2022-06-07 DOI: 10.54337/ojs.jpblhe.v10i1.6821
E. Son, Tara Penry
Project-based learning (PjBL) is seeing increasing scholarly interest and pedagogical use in higher education, but instances of PjBL do not neccesarily seek the same educational outcomes. Using the grounded theory method, the authors plot five courses in a PjBL program on a matrix of course design characteristics ranging from Fixed to Flexible and Individualistic to Cooperative. They describe four major variations of PjBL based on this matrix. Recognizing that PjBL courses vary in their use of student choice and student collaboration, the authors make recommendations for assessment researchers and for teachers wishing to develop new strategies that fit their institutional and disciplinary contexts.  
基于项目的学习(PjBL)在高等教育中的学术兴趣和教学应用日益增加,但PjBL的实例不一定寻求相同的教育结果。运用扎根理论的方法,在从固定到灵活、个人到合作的课程设计特征矩阵上绘制了PjBL项目的5门课程。他们基于这个矩阵描述了PjBL的四种主要变体。认识到PjBL课程在使用学生选择和学生合作方面各不相同,作者为评估研究人员和希望开发适合其机构和学科背景的新策略的教师提出了建议。
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引用次数: 1
An Academic and Personal Approach to Supervising Project Groups 监督项目组的学术和个人方法
Q4 Social Sciences Pub Date : 2022-04-07 DOI: 10.54337/ojs.jpblhe.v10i1.6693
Jesper Simonsen, Olav Storm Jensen
This article investigates and exemplifies the personal side of our supervising skills. This is inspired from psychotherapeutic research specialized in investigating open-minded contact and authentic meetings. The article is based on our experiences supervising project groups at Roskilde University. Supervision is sometimes a challenging task that may manifest and confront personally-related issues. We advocate combining an academic and personal approach to supervising project groups. We provide a range of empirical examples from the supervising project groups, illustrating the type of personal challenges we meet. These challenges are characterized and conceptualized, and some concrete ways to deal with them are proposed.
本文调查并举例说明了我们监督技巧的个人方面。这是受到心理治疗研究的启发,该研究专门研究开放的接触和真实的会议。本文基于我们在罗斯基勒大学指导项目组的经验。监督有时是一项具有挑战性的任务,可能会出现和面对与个人有关的问题。我们提倡结合学术和个人的方法来监督项目组。我们提供了一系列来自监督项目组的经验例子,说明了我们遇到的个人挑战的类型。对这些挑战进行了定性和概念化,并提出了应对这些挑战的具体方法。
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引用次数: 0
Improving Employability for Students through Co-Creation and External Collaboration: Experiences and Outcomes 通过共同创造和外部合作提高学生的就业能力:经验和结果
Q4 Social Sciences Pub Date : 2022-04-04 DOI: 10.54337/ojs.jpblhe.v10i1.6851
Vibeke Andersson, Helene Balslev Clausen
This paper presents how a ninth semester teaching programme created employability skills among students. During the semester, students were expected to collaborate with a company or an organization to solve a task set by the external partner. The students used their academic and analytical skills and competences as a part of working with the ‘product’ (pitch and report), which they also delivered to the external partners. The students thus gradually became aware of the competences they used. The collaboration with companies and organizations formed part of and was integrated into the courses taught during the semester. The theories, concepts and themes presented in the instruction during the first part of the semester could be used by students in their collaboration with the external partner, both practically and theoretically. Students worked with external partners for six weeks during the second half of the semester.
本文介绍了第九学期的教学计划如何在学生中培养就业能力。在这学期里,学生们被要求与一家公司或组织合作,以解决外部合作伙伴设定的任务。学生们将他们的学术和分析技能和能力作为“产品”(推销和报告)的一部分,并将其交付给外部合作伙伴。因此,学生们逐渐意识到他们所使用的能力。与公司和组织的合作构成了本学期课程的一部分,并融入了课程中。在上半学期的教学中,学生可以在实践和理论上与外部合作伙伴合作时使用教学中提出的理论、概念和主题。在下半学期,学生们与外部合作伙伴合作了六周。
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引用次数: 0
Students’ Perceptions of Problem-Based Learning in Multidisciplinary Groups When Seeking to Solve an Engineering Grand Challenge 在寻求解决工程大挑战时,学生对多学科小组中基于问题的学习的看法
Q4 Social Sciences Pub Date : 2022-03-11 DOI: 10.54337/ojs.jpblhe.v10i1.6823
M. Crichton, H. Crichton, Gregor Colville
This paper presents findings from a small-scale research study eliciting students’ perceptions of benefits and challenges of working in interdisciplinary groups to solve an engineering challenge using problem-based learning. Penultimate and final year undergraduates and postgraduate MSc students in the School of Engineering and Physical Sciences at a Scottish university, studying Robotics, Mechanical, Chemical,  Electrical  and Software Engineering worked in interdisciplinary groups of five on a project to provide solutions to the United States National Academy of Engineering Grand Challenges (NAEGC). Students were surveyed twice, using closed and open questions before and towards the end of the project. Data were analysed using a thematic approach. Findings showed that most students saw benefits to problem-based working with students from other disciplines, citing increased awareness of approaches, future ‘real world’ professional preparation and efficiency in problem solving. However, challenges around scheduling meetings and concerns around cross-discipline collaboration indicate that universities should provide training for students before undertaking such problem-based projects, to ensure maximum educational benefits. In addition, greater emphasis needs to be put on students’ awareness of the added benefits of development of the ‘soft skills’ needed for future professional practice.
本文介绍了一项小规模研究的结果,该研究激发了学生对在跨学科小组中使用基于问题的学习来解决工程挑战的好处和挑战的看法。苏格兰一所大学工程与物理科学学院研究机器人、机械、化学、电气和软件工程的五年级和四年级本科生和硕士研究生,在一个为美国国家工程院大挑战(NAEGC)提供解决方案的跨学科小组中工作。学生们被调查了两次,分别在项目开始前和项目结束时使用封闭式和开放式问题。采用专题方法对数据进行了分析。研究结果显示,大多数学生都看到了与其他学科的学生进行基于问题的工作的好处,他们对方法、未来“现实世界”的专业准备和解决问题的效率有了更高的认识。然而,安排会议的挑战和跨学科合作的担忧表明,大学应该在开展此类基于问题的项目之前为学生提供培训,以确保最大限度的教育效益。此外,需要更加重视学生对未来专业实践所需的“软技能”发展的额外好处的认识。
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引用次数: 0
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Journal of Problem Based Learning in Higher Education
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