{"title":"基于问题的在线学习和课堂学习：在线学习和基于问题的课堂学习：哪一个在提高高等教育英语语言课堂教学的学习成果和批判性思维方面更有效？","authors":"Ali Orhan","doi":"10.1111/jcal.13033","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <h3> Background</h3>\n \n <p>Although problem based learning has a great potential to promote learning outcomes as well as cognitive abilities, the number of previous studies investigating this potential on critical thinking, reading comprehension abilities and attitudes in English as a Foreign Language (EFL) context is scarce. Also, the number of studies comparing the effectiveness of online and face-to-face problem based learning on these variables is scarcer and this limited research has yielded contradictory results.</p>\n </section>\n \n <section>\n \n <h3> Objectives</h3>\n \n <p>This study aimed to investigate and compare the effectiveness of online and face-to-face problem based learning on critical thinking skills, dispositions, reading comprehension abilities, and attitudes of EFL students.</p>\n </section>\n \n <section>\n \n <h3> Method</h3>\n \n <p>Pretest-posttest control group quasi-experimental design was employed in this study that has two experimental groups and one control group. There were 23 (13 females and 10 males), 23 (14 females and 9 males), and 22 (12 females and 10 males) EFL students in online problem based learning group, face-to-face problem based learning group, and control group, respectively. In the first experimental group, problem based learning activities were conducted online while the same activities were conducted face-to-face in the classroom in the second experimental group. In the control group, no experimental procedures were followed and the students continued their regular instructor-led reading activities. Watson-Glaser Critical Thinking Test, Sosu Critical Thinking Dispositions Scale, Reading Comprehension Test, and Attitudes Towards English Scale were used to collect the data. The data were analysed using paired-samples <i>t</i>-test and ANCOVA with pretest scores as the covariate variable.</p>\n </section>\n \n <section>\n \n <h3> Results and Conclusions</h3>\n \n <p>It was found that problem based learning, either online or face-to-face, significantly enhanced EFL learners' reading comprehension abilities and attitudes towards English as well as their critical thinking skills and dispositions. It was also concluded that online problem based learning is more effective to enhance reading comprehension abilities and attitudes than face-to-face problem based learning while they are equally effective in promoting critical thinking skills and dispositions in EFL classroom.</p>\n </section>\n \n <section>\n \n <h3> Implications</h3>\n \n <p>This study has significant implications for educators and researchers. As this study showed that online problem based learning is a promising alternative to face-to-face problem based learning, universities, educators, administrators, and researchers can organize their problem based learning activities online to promote learning outcomes and cognitive abilities in language classrooms. Also, future studies employing qualitative or mixed methods can be conducted with sample groups from different educational levels to provide an in-depth examination of the advantages and disadvantages of online and face-to-face problem based learning.</p>\n </section>\n </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 5","pages":"2351-2368"},"PeriodicalIF":5.1000,"publicationDate":"2024-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.13033","citationCount":"0","resultStr":"{\"title\":\"Online or in-class problem based learning: Which one is more effective in enhancing learning outcomes and critical thinking in higher education EFL classroom?\",\"authors\":\"Ali Orhan\",\"doi\":\"10.1111/jcal.13033\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n \\n <section>\\n \\n <h3> Background</h3>\\n \\n <p>Although problem based learning has a great potential to promote learning outcomes as well as cognitive abilities, the number of previous studies investigating this potential on critical thinking, reading comprehension abilities and attitudes in English as a Foreign Language (EFL) context is scarce. Also, the number of studies comparing the effectiveness of online and face-to-face problem based learning on these variables is scarcer and this limited research has yielded contradictory results.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Objectives</h3>\\n \\n <p>This study aimed to investigate and compare the effectiveness of online and face-to-face problem based learning on critical thinking skills, dispositions, reading comprehension abilities, and attitudes of EFL students.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Method</h3>\\n \\n <p>Pretest-posttest control group quasi-experimental design was employed in this study that has two experimental groups and one control group. There were 23 (13 females and 10 males), 23 (14 females and 9 males), and 22 (12 females and 10 males) EFL students in online problem based learning group, face-to-face problem based learning group, and control group, respectively. In the first experimental group, problem based learning activities were conducted online while the same activities were conducted face-to-face in the classroom in the second experimental group. In the control group, no experimental procedures were followed and the students continued their regular instructor-led reading activities. Watson-Glaser Critical Thinking Test, Sosu Critical Thinking Dispositions Scale, Reading Comprehension Test, and Attitudes Towards English Scale were used to collect the data. The data were analysed using paired-samples <i>t</i>-test and ANCOVA with pretest scores as the covariate variable.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Results and Conclusions</h3>\\n \\n <p>It was found that problem based learning, either online or face-to-face, significantly enhanced EFL learners' reading comprehension abilities and attitudes towards English as well as their critical thinking skills and dispositions. It was also concluded that online problem based learning is more effective to enhance reading comprehension abilities and attitudes than face-to-face problem based learning while they are equally effective in promoting critical thinking skills and dispositions in EFL classroom.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Implications</h3>\\n \\n <p>This study has significant implications for educators and researchers. As this study showed that online problem based learning is a promising alternative to face-to-face problem based learning, universities, educators, administrators, and researchers can organize their problem based learning activities online to promote learning outcomes and cognitive abilities in language classrooms. Also, future studies employing qualitative or mixed methods can be conducted with sample groups from different educational levels to provide an in-depth examination of the advantages and disadvantages of online and face-to-face problem based learning.</p>\\n </section>\\n </div>\",\"PeriodicalId\":48071,\"journal\":{\"name\":\"Journal of Computer Assisted Learning\",\"volume\":\"40 5\",\"pages\":\"2351-2368\"},\"PeriodicalIF\":5.1000,\"publicationDate\":\"2024-06-26\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.13033\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Computer Assisted Learning\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/jcal.13033\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Computer Assisted Learning","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/jcal.13033","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Online or in-class problem based learning: Which one is more effective in enhancing learning outcomes and critical thinking in higher education EFL classroom?
Background
Although problem based learning has a great potential to promote learning outcomes as well as cognitive abilities, the number of previous studies investigating this potential on critical thinking, reading comprehension abilities and attitudes in English as a Foreign Language (EFL) context is scarce. Also, the number of studies comparing the effectiveness of online and face-to-face problem based learning on these variables is scarcer and this limited research has yielded contradictory results.
Objectives
This study aimed to investigate and compare the effectiveness of online and face-to-face problem based learning on critical thinking skills, dispositions, reading comprehension abilities, and attitudes of EFL students.
Method
Pretest-posttest control group quasi-experimental design was employed in this study that has two experimental groups and one control group. There were 23 (13 females and 10 males), 23 (14 females and 9 males), and 22 (12 females and 10 males) EFL students in online problem based learning group, face-to-face problem based learning group, and control group, respectively. In the first experimental group, problem based learning activities were conducted online while the same activities were conducted face-to-face in the classroom in the second experimental group. In the control group, no experimental procedures were followed and the students continued their regular instructor-led reading activities. Watson-Glaser Critical Thinking Test, Sosu Critical Thinking Dispositions Scale, Reading Comprehension Test, and Attitudes Towards English Scale were used to collect the data. The data were analysed using paired-samples t-test and ANCOVA with pretest scores as the covariate variable.
Results and Conclusions
It was found that problem based learning, either online or face-to-face, significantly enhanced EFL learners' reading comprehension abilities and attitudes towards English as well as their critical thinking skills and dispositions. It was also concluded that online problem based learning is more effective to enhance reading comprehension abilities and attitudes than face-to-face problem based learning while they are equally effective in promoting critical thinking skills and dispositions in EFL classroom.
Implications
This study has significant implications for educators and researchers. As this study showed that online problem based learning is a promising alternative to face-to-face problem based learning, universities, educators, administrators, and researchers can organize their problem based learning activities online to promote learning outcomes and cognitive abilities in language classrooms. Also, future studies employing qualitative or mixed methods can be conducted with sample groups from different educational levels to provide an in-depth examination of the advantages and disadvantages of online and face-to-face problem based learning.
期刊介绍：
The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope
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