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Background Social network analysis (SNA) might have an unexplored value in the study of interactions in technology-enhanced learning at large and in online (Problem Based Learning) PBL in particular. Using SNA to study students’ positions in information exchange networks, communicational activities, and interactions, we can broaden our understanding of the process of PBL, evaluate the significance of each participant role and learn how interactions can affect academic performance. The aim of this study was to study how SNA visual and mathematical analysis can be sued to investigate online PBL, furthermore, to see if students’ position and interaction parameters are associated with better performance. Methods This study involved 135 students and 15 teachers in 15 PBL groups in the course of “growth and development” at Qassim University. The course uses blended PBL as the teaching method. All interaction data were extracted from the learning management system, analyzed with SNA visual and mathematical techniques on the individual student and group level, centrality measures were calculated, and participants’ roles were mapped. Correlation among variables was performed using the non-parametric Spearman rank correlation test. Results The course had 2620 online interactions, mostly from students to students (89%), students to teacher interactions were 4.9%, and teacher to student interactions were 6.15%. Results have shown that SNA visual analysis can precisely map each PBL group and the level of activity within the group as well as outline the interactions among group participants, identify the isolated and the active students (leaders and facilitators) and evaluate the role of the tutor. Statistical analysis has shown that students’ level of activity (outdegree r s (133) = 0.27, p  = 0.01), interaction with tutors (r s (133) = 0.22, p  = 0.02) are positively correlated with academic performance. Conclusions Social network analysis is a practical method that can reliably monitor the interactions in an online PBL environment. Using SNA could reveal important information about the course, the group, and individual students. The insights generated by SNA may be useful in the context of learning analytics to help monitor students’ activity.

Background Recently, there has been a shift from using lecture‐based teaching methods in undergraduate engineering courses to using more learner‐centered teaching approaches, such as problem‐based learning. However, research on the impact of these approaches has mainly involved student perceptions of the teaching method and anecdotal and opinion pieces by faculty on their use of the teaching method, rather than empirically collected data on students' learning outcomes. Purpose (Hypothesis) This paper describes an investigation of the impact of problem‐based learning (PBL) on undergraduate electrical engineering students' conceptual understanding and their perceptions of learning using PBL as compared to lecture. Design/Method Fifty‐five students enrolled in an electrical engineering course at a Midwestern university participated in this research. The study utilized a within‐subjects A‐B‐A‐B research design with traditional lecture as the baseline phase and problem‐based learning as the experimental phase of the study. Participants completed pre‐ and post‐tests surrounding the four topics covered in the study and also completed a Student Assessment of Learning Gains (SALG) survey. Result Results suggested participants' learning gains from PBL were twice their gains from traditional lecture. Even though students learned more from PBL, students thought they learned more from traditional lecture. We discuss these findings and offer implications for faculty interested in implementing PBL. Conclusion Given the limited research on the beneficial effects of PBL on student learning, this study provides empirical support for PBL. We discuss findings from this study and provide specific implications for faculty and researchers interested in problem‐based learning in engineering.

Introduction Problem-based learning (PBL) is one of medical education’s most effective student-centered learning modalities. However, a lack of experience has led to several gaps in this useful learning modality, prohibiting it from achieving the desired goals. This study aimed to find gaps in our institution’s PBL strategy, take measures to fill these gaps, and then assess the effect of these measures. Methods This interventional study was conducted in a Bachelor of Medicine and Surgery (MBBS) program after receiving ethical approval. The study consisted of three phases: gap identification, intervention, and evaluation. Faculty and student training sessions were conducted to provide insight into PBL processes, followed by a Quality Assessment Questionnaire (QAQ) to assess PBL design and delivery gaps. A PBL revision committee then used the 3C3R model to redesign 136 PBLs, improving alignment with learning outcomes. Pre- and post-intervention scores from the QAQ and formative assessments were analyzed using Wilcoxon signed-rank and paired t-tests. Results Pre-intervention QAQ scores averaged 2.7 out of 5, reflecting issues PBL problems and conduction. Post-intervention scores improved to 4.0 ( p  <.001), indicating a 48.1% enhancement in perceived PBL quality. Post-PBL formative assessments showed significant score improvements across blocks, with an overall effect size (Cohen’s d) of -0.54. Student and faculty satisfaction ratings also increased, averaging 4.3 and 4.8, respectively. Conclusion Due to practical novelty, PBL may have certain gaps and deficiencies that must be removed by targeted interventions to achieve the desired outcomes of this state-of-the-art learning strategy. Trial number Not applicable

During 20142015, a series of webinars entitled PBL History and Diversity was broadcast from the UNESCO Centre for PBL in engineering science and sustainability at Aalborg University. Problem Based Learning (PBL) is problem based, team based, self-directed, project organized or contextual learning processes. The goals of the webinars were to understand PBL philosophies, models, and practices and further, to relate the models through learning principles and dimensions. This book arises from the webinar series. The PBL programs described in the chapters of this book were highlighted in the webinar series. The intended audience for the book includes higher education institutions as well as researchers and practitioners who aim to implement, or change, their teaching and learning practices to PBL. The programs highlighted represent engineering education, however the case examples are described taking PBL principles as the point of departure which can make this book an inspiration for other disciplines and areas of educational research.

As a modern pedagogical philosophy, problem-based learning (PBL) is increasingly being recognized as a major research area in student learning and pedagogical innovation in health sciences education. A new area of research interest has been the role of emerging educational technologies in PBL. Although this field is growing, no systematic reviews of studies of the usage and effects of educational technologies in PBL in health sciences education have been conducted to date. The aim of this paper is to review new and emerging educational technologies in problem-based curricula, with a specific focus on 3 cognate clinical disciplines: medicine, dentistry, and speech and hearing sciences. Analysis of the studies reviewed focused on the effects of educational technologies in PBL contexts while addressing the particular issue of scaffolding of student learning. A comprehensive computerized database search of full-text articles published in English from 1996 to 2014 was carried out using 3 databases: ProQuest, Scopus, and EBSCOhost. Eligibility criteria for selection of studies for review were also determined in light of the population, intervention, comparison, and outcomes (PICO) guidelines. The population was limited to postsecondary education, specifically in dentistry, medicine, and speech and hearing sciences, in which PBL was the key educational pedagogy and curriculum design. Three types of educational technologies were identified as interventions used to support student inquiry: learning software and digital learning objects; interactive whiteboards (IWBs) and plasma screens; and learning management systems (LMSs). Of 470 studies, 28 were selected for analysis. Most studies examined the effects of learning software and digital learning objects (n=20) with integration of IWB (n=5) and LMS (n=3) for PBL receiving relatively less attention. The educational technologies examined in these studies were seen as potentially fit for problem-based health sciences education. Positive outcomes for student learning included providing rich, authentic problems and/or case contexts for learning; supporting student development of medical expertise through the accessing and structuring of expert knowledge and skills; making disciplinary thinking and strategies explicit; providing a platform to elicit articulation, collaboration, and reflection; and reducing perceived cognitive load. Limitations included cumbersome scenarios, infrastructure requirements, and the need for staff and student support in light of the technological demands of new affordances. This literature review demonstrates the generally positive effect of educational technologies in PBL. Further research into the various applications of educational technology in PBL curricula is needed to fully realize its potential to enhance problem-based approaches in health sciences education.

\"Third Edition of the field-defining book! Originated by Reginald Evans in the 1940's, the Action Learning Model was refined and then reintroduced in 1995 by lead author Michael Marquardt to organizations globally as a powerful tool for improving organizational performance. Today, Marquardt is widely considered to be the modern \"father\" of the Action Learning approach. For this new edition, Marquardt has teamed up with three Action Learning experts from Asia and the UK who bring a broader global approach to what has become THE seminal book in the field. NEW TO THIS EDITION: Each chapter has been updated for alignment with today's practice and implementation of Action Learning in organizations. In addition, new material, including case studies have been added to most chapters and outdated ones replaced. The authors have added more examples of great questions in Chapter 4 (Questions & Reflections), more discussion of virtual Action Learning in Chapter 3 (The Group) and completely new content in Chapter 7 (The Action Learning Coach), specifically on how to begin Action Learning sessions and how to become a Certified Action Learning Coach\"-- Provided by publisher.

Background This meta-analysis was conducted to systematically evaluate the impact of problem-based learning (PBL) and lecture-based learning (LBL) teaching models on students’ learning in surgical education. Methods We systematically searched the publications related to the application of PBL and LBL in surgical courses in PubMed, Embase, Web of Science and Cochrane Library databases, the last retrieval time is September 20, 2022. After screening the literature according to the inclusion and exclusion criteria, extracting data and evaluating the methodological treatment of the included studies, Stata 17.0 software was used to perform meta-analysis. Results Nine studies were included totally. The results showed that compared with LBL, PBL was superior in clinical competence (SMD = 0.81, 95% CI: 0.12 ~ 1.49, P = 0.020) and student satisfaction (SMD = 2.13, 95% CI: 1.11 ~ 3.15, P < 0.0001) with significant differences. But the comprehensive scores (SMD = 0.26, 95% CI: -0.37 ~ 0.89, P = 0.421) and theoretical knowledge (SMD=−0.19, 95% CI: −0.71 ~ 0.33, P = 0.482) to PBL and LBL had no significant difference. Conclusion This study showed that the PBL teaching model is more effective than the LBL teaching model in surgical education on the aspects of enhancing clinical competence and student satisfaction. However, further well-designed studies are needed to confirm our findings.