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The role of social network analysis as a learning analytics tool in online problem based learning
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.
Journal Article
A simple approach of applying blended learning to problem-based learning is feasible, accepted and does not affect evaluation and exam results—a just pre-pandemic randomised controlled mixed-method study
We tested for feasibility, acceptance, and “non-inferiority” of small-group teaching applying blended learning (i.e., the integration of face-to-face and online instruction) to problem-based learning (bPbL) compared to conventional PbL (cPbL). In a just pre-pandemic, randomised controlled trial, 317 students attended either bPbL or cPbL groups. The first meeting of the bPbL groups took place online via written internet chat, while cPbL groups met on site. All groups met on site the second time. All students had the opportunity to attend lectures either on site or as videos on demand. We analysed student evaluation data, results in a final summative exam, attendance of lectures on site and use of lecture videos. Furthermore, we performed a qualitative analysis of student statements made in semi-structured group interviews about pros and cons of the bPbL approach. There was no difference between students of either bPbL or cPbL groups with respect to exam results (score: 14.3 ± 2.8 vs. 13.8 ± 2.7) or course evaluation. However, relatively more bPbL than cPbL students reported having used lecture videos, while the proportion of those attending lectures on-site was higher among cPbL students. Interviews revealed that some of the bPbL students’ experiences were unexpected and feared disadvantages seemed to be less severe than expected. Participation in a blended PbL format did not worsen course evaluations or exam results, but seemed to influence lecture attendance. The combination of face-to-face and digital elements could be suitable as a hybrid approach to digital instruction in the post-pandemic era.
Journal Article
The effect of problem-based learning on improving problem-solving, self-directed learning, and critical thinking ability for the pharmacy students: A randomized controlled trial and meta-analysis
This study aimed to comprehensively evaluate the effect of PBL on problem-solving, self-directed learning, and critical thinking ability of pharmaceutical students through a randomized controlled trial (RCT) and meta-analysis of RCTs.
In 2021, 57 third-year pharmacy students from China Pharmaceutical University were randomly divided into a PBL group and a lecture-based learning (LBL) group. Mean scores were compared between the two groups for problem-solving, self-directed learning, communication skills, critical thinking, and final exam grades. Students' feedback on the implementation of PBL was also collected. A meta-analysis was subsequently performed. Two authors independently conducted a comprehensive search of two databases (PubMed and CNKI). Eligible studies with effective data were included and the valuable data were extracted for analysis. Quality of involved studies was assessed by the Cochrane Collaboration's tool. All analyses of statistics were conducted using the 'metafor' package in R software.
The PBL group had significantly higher mean scores for problem-solving (8.43±1.56) and self-directed learning (7.39±1.19) than the LBL group (7.02±1.72 and 6.41±1.28, respectively). The PBL group also showed better communication skills (8.86±1.47) than the LBL group (7.68±1.89). The mean level of critical thinking was significantly higher in the PBL group than the LBL group (p = 0.02). The PBL group also had better final exam grades (79.86±1.38) compared to the LBL group (68.1±1.76). Student feedback on PBL implementation was positive. The outcome of subsequent meta-analysis including 8 eligible studies involved 1819 participants showed that the use of PBL significantly improved problem-solving ability (SMD = 1.12, 95% CI = 0.25-1.99) and PBL was also associated with better performance in self-directed learning (SMD = 1.55, 95% CI = 0.64-2.45). However, there was no significant difference in the final exam score in the PBL group compared to the LBL control group (SMD = 0.23, 95% CI = -0.08-0.53).
This study found that PBL is an effective teaching method for pharmacy students.
Journal Article
PBL in engineering education : international perspectives on curriculum change
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.
Book
Hybrid PBL and Pure PBL: Which one is more effective in developing clinical reasoning skills for general medicine clerkship?—A mixed-method study
This study aims to compare the effectiveness of Hybrid and Pure problem-based learning (PBL) in teaching clinical reasoning skills to medical students. The study sample consisted of 99 medical students participating in a clerkship rotation at the Department of General Medicine, Chiba University Hospital. They were randomly assigned to Hybrid PBL (intervention group, n = 52) or Pure PBL group (control group, n = 47). The quantitative outcomes were measured with the students’ perceived competence in PBL, satisfaction with sessions, and self-evaluation of competency in clinical reasoning. The qualitative component consisted of a content analysis on the benefits of learning clinical reasoning using Hybrid PBL. There was no significant difference between intervention and control groups in the five students’ perceived competence and satisfaction with sessions. In two-way repeated measure analysis of variance, self-evaluation of competency in clinical reasoning was significantly improved in the intervention group in \"recalling appropriate differential diagnosis from patient’s chief complaint\" (F(1,97) = 5.295, p = 0.024) and \"practicing the appropriate clinical reasoning process\" (F(1,97) = 4.016, p = 0.038). According to multiple comparisons, the scores of \"recalling appropriate history, physical examination, and tests on clinical hypothesis generation\" (F(1,97) = 6.796, p = 0.011), \"verbalizing and reflecting appropriately on own mistakes,\" (F(1,97) = 4.352, p = 0.040) \"selecting keywords from the whole aspect of the patient,\" (F(1,97) = 5.607, p = 0.020) and \"examining the patient while visualizing his/her daily life\" (F(1,97) = 7.120, p = 0.009) were significantly higher in the control group. In the content analysis, 13 advantage categories of Hybrid PBL were extracted. In the subcategories, \"acquisition of knowledge\" was the most frequent subcategory, followed by \"leading the discussion,\" \"smooth discussion,\" \"getting feedback,\" \"timely feedback,\" and \"supporting the clinical reasoning process.\" Hybrid PBL can help acquire practical knowledge and deepen understanding of clinical reasoning, whereas Pure PBL can improve several important skills such as verbalizing and reflecting on one’s own errors and selecting appropriate keywords from the whole aspect of the patient.
Journal Article
Optimizing the power of action learning : real-time strategies for developing leaders, building teams and transforming organizations
\"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.
Book
Application of ChatGPT-assisted problem-based learning teaching method in clinical medical education
Introduction
Artificial intelligence technology has a wide range of application prospects in the field of medical education. The aim of the study was to measure the effectiveness of ChatGPT-assisted problem-based learning (PBL) teaching for urology medical interns in comparison with traditional teaching.
Methods
A cohort of urology interns was randomly assigned to two groups; one underwent ChatGPT-assisted PBL teaching, while the other received traditional teaching over a period of two weeks. Performance was assessed using theoretical knowledge exams and Mini-Clinical Evaluation Exercises. Students’ acceptance and satisfaction with the AI-assisted method were evaluated through a survey.
Results
The scores of the two groups of students who took exams three days after the course ended were significantly higher than their scores before the course. The scores of the PBL-ChatGPT assisted group were significantly higher than those of the traditional teaching group three days after the course ended. The PBL-ChatGPT group showed statistically significant improvements in medical interviewing skills, clinical judgment and overall clinical competence compared to the traditional teaching group. The students gave highly positive feedback on the PBL-ChatGPT teaching method.
Conclusion
The study suggests that ChatGPT-assisted PBL teaching method can improve the results of theoretical knowledge assessment, and play an important role in improving clinical skills. However, further research is needed to examine the validity and reliability of the information provided by different chat AI systems, and its impact on a larger sample size.
Journal Article