Blending problem-based learning with Web technology positively impacts student learning outcomes in acid-base physiology

Problem-Based Learning (PBL) is an effective pedagogical approach for enhancing critical thinking and problem-solving skills. With the rise of online learning, technology plays a crucial role in supporting PBL implementation. This study explored the integration of PBL and technology in online learning through a literature review, analyzing scientific journals and books to evaluate its effectiveness, benefits, and challenges. The findings revealed that technology-enabled PBL enhances student participation, strengthens critical thinking, and fosters interactive learning experiences. Key technologies such as Learning Management Systems (LMS), online collaboration tools, and simulations significantly support the PBL process. However, challenges include limited infrastructure, insufficient teacher training, and difficulties in designing online PBL activities. The study concludes that integrating PBL with technology holds great potential for improving online learning quality. Successful implementation requires targeted teacher training, appropriate technology selection, and supportive education policies. Further empirical research is recommended to assess the impact of this integration on student learning outcomes.

Problem-based learning (PBL) has been shown to be effective for promoting student competencies in self-directed and collaborative learning, critical thinking, self-reflection and tackling novel situations. However, the need for face-to-face interactions at the same place and time severely limits the potential of traditional PBL. The requirements of space and for meeting at a specific location at the same time create timetabling difficulties. Such limitations need to be tackled before all potentials of PBL learning can be realized. The present study aimed at designing and implementing an online PBL environment for undergraduate speech/language pathology students, and assessing the associated pedagogical effectiveness. A group of eight PBL students were randomly selected to participate in the study. They underwent 4 weeks of online PBL using Adobe Connect. Upon completion of the experiment, they were assessed via a self-reported questionnaire and quantitative comparison with traditional PBL students based on the same written assignment. The questionnaire revealed that all participating students enjoyed online PBL, without any perceived negative effects on learning. Online PBL unanimously saved the students travel time to and from school. Statistical analysis indicated no significant difference in assignment grades between the online and traditional PBL groups, indicating that online PBL learning appears to be similarly effective as traditional face-to-face PBL learning.

This study aims to: (1) Know the learning outcomes of students who are taught by problem-based learning strategies and student learning outcomes taught by expository learning. (2) Knowing the learning outcomes of Islamic Cultural History students who have high logical thinking skills and students who have low logical thinking skills, and (3) Knowing the interaction between learning strategies and students' logical thinking abilities on learning outcomes of Islamic Cultural History. This study used an experimental method with a quasi-experimental 2 x 2 factorial design. The population in this study were all students of Madrasah Aliyah Negeri 2 Aceh Tamiang which consisted of three parallel classes, namely class XII1, XII2, XII3. The sampling technique used was cluster random sampling. The data collection technique is done by testing. The finding of the research showed that: (1) The learning outcomes of students who were taught the history of Islamic culture with problem-based learning ( = 28) were higher than the learning outcomes of students who were taught using expository strategies ( = 26.97), with F count = 29.56 > F table = 3,968 (2) Students' learning outcomes of Islamic Cultural History based on high logical thinking skills ( = 30) were higher than low logical thinking skills ( = 26.06), with F count = 4.47 > F table = 3,968 (3 ) there is an interaction between the learning strategy and the ability to think logically on the learning outcomes of students' Islamic Cultural History. The statistic is found to be 9.88 > F table = 3.968.

Efforts to prevent the development of the spread of Covid-19 in the education unit environment are the shift from face to face learning to distance learning by using online media. Online learning is one of the efforts to build and create active learning based on information and communication technology to support government programs in preparing students to become a generation that is ready to welcome the industrial revolution 4.0 era in 21st century learning. For online learning to run effectively and provide good learning outcomes optimal motivation is needed for students to study and discuss the material independently. This study aims to examine the relationship between achievement motivation and student learning outcomes and describe student responses in the implementation of online learning during the Covid-19 period. The form of research uses mixed methods with commensurate status, namely using a qualitative descriptive approach and a quantitative approach. A qualitative descriptive approach is used to describe student responses to online learning. While the quantitative approach is used to examine the relationship between achievement motivation and student learning outcomes. The research sample is 4th semester students in the even period of the 2020/2021 academic year totaling 99 students. Sampling using cluster random sampling technique. Data collection techniques using indirect communication techniques and measurement techniques. Data collection tools are achievement motivation scale, response questionnaire and learning outcomes test. Testing the research hypothesis, used the Kendall Tau test. The results showed that (a) There were 95.5% of students liked Google Meet; 53.7% liked WhatsApp; 28.4 liked email; 10.4 liked Google Classroom; 9.9% liked Edmodo and 0.9% liked You Tube; (b) Most of the students’ responses to the online learning process showed a positive response. Most of the responses to learning interactions show a negative response. While the response to the availability of facilities, most of the student responses were positive; (c) The results of Kendall Tau’s analysis obtained a correlation number of 0.329. This shows that there is a relationship between student achievement motivation and learning outcomes. Research conclusions (a) The online platforms used by lecturers of the Mathematics Education Study Program in online lectures during the pandemic period varied. The applications most favored by students in a row are google meeting, WhatsAp, email, google classroom, edmodo and you tube. (b) Student responses to online learning are positive, except for responses to interactions in learning that are negative. (c) There is a positive and significant relationship between student achievement motivation and student learning outcomes in the implementation of online learning.

The aims of this research is to determine the chemistry instructional model to improve student learning outcomes, communicative and self confidence character’s for XI grade of senior high school on teaching solution chemistry. The 3 experiment class as a samples were taken by purposive random sampling respectively from 3 units of state senior high school (SMA Negeri) in Medan. These experiment class were taught by various teaching model. The experiment class-1 (Ec-1) taught by direct instruction strategy, experimen class-2 (Ec-2) by problem-based learning without media and experiment class-3 (Ec-3) by problem-based learning using the Internet media. The achievement test about solution chemistry used as instrument to know student outcomes, and quisionary and observation list used as intrument to know how communicative and confidence student characters. The one-way ANOVA in SPSS 19 for windows program used to hypothesis testing at α = 0.05 level of significance. The results shows (1) There is a significant differences of students' learning outcomes between students which taught by direct instruction model, problem-based learning without media and problem-based learning model using internet media on teaching solution chemistry. (2) There is a significance differences of student communicative character between students which taught by by direct instruction model, problem-based learning without media and problem-based learning model using internet media on teaching solution chemistry. (3) There is a significance differences of student self confidence character between students which taught by by direct instruction model, problem-based learning without media and problem-based learning model using internet media on teaching solution chemistry. (4) There is a significant corelation between student communicative character with student learning outcomes in class who taught by problem-based learning using internet media. (5) There is a significant corelation between self-confident character with student learning outcomes in class who taught by direct instruction, problem-based learning without media and problem-based learning using internet media.

Applying adaptive swarm intelligence technology with structuration in web-based collaborative learning

Globalization of Problem-based Learning (PBL): Cross-cultural Implications

Education in current era is driven by technology more specifically Information and Communication Technology. It has made a remarkable impact not only on the modes of education but also on the delivery of instructions and assessment of students. Didactic teaching is fast being replaced by interactive, collaborative and problem based learning. Text books and other conventional learning objects are now being augmented with novel digital learning objects. The quality of educational institutions and effectiveness of teachers is now also measured by the degree of technological support and teacher’s competence in ICT and Web technologies. This paper discusses capabilities of Web to enable achievement of goals of education efficiently. It attempts to discuss advantages of the use of Web in education. It also puts forward various assessments that may be useful to access adoption of Web in education so that strategies and policies for increasing the rate of web adoption in education can be devised. Keywords— Web for Education; e-Learning; Technology in Education; Web Tools for Education; Higher Education.

This quantitative study examines the influence of innovative pedagogical approaches (IPA) on enhancing student critical thinking (SCT) and student learning outcomes (SLO) in higher education, with an emphasis on the mediating role of inclusive leadership(IL). Using a sample of 321 students from public and private universities in Pakistan, the research reveals that methods such as problem-based learning, flipped classrooms, and interactive teaching significantly boost academic performance and cultivate critical thinking skills. The findings indicate that innovative pedagogical approaches positively and significantly impact student critical thinking (β = 0.536, t = 6.539, p < 0.001) and learning outcomes (β = 0.551, t = 12.725, p < 0.001). Additionally, inclusive leadership mediates the relationship between innovative teaching methods and both student critical thinking (β = 0.331, t = 3.833, p < 0.001) and learning outcomes (β = 0.405, t = 8.662, p < 0.001). Data were collected using survey questionnaires adapted from established studies on inclusive leadership, innovative pedagogical approaches, student critical thinking, and learning outcomes. These results highlight the essential role of inclusive leadership in enhancing the efficacy of innovative pedagogies by creating a supportive and diverse learning environment. The study suggests that implementing active learning strategies and integrating technology in the classroom, along with inclusive leadership practices, can significantly improve student engagement, critical thinking, and overall academic performance. This research offers valuable insights for educators and policymakers seeking to enhance teaching and learning experiences in higher education.

This research aims to determine the effect of the Problem Based Learning (PBL) learning model on student learning outcomes in the Biogeochemical Cycle sub-material in Class X SMA Negeri 1 Darangdan. This research uses a quantitative approach with a Quasi Experimental research method with a Non Equivalent Control Group Design. The population in this study were all class X students of SMA Negeri 1 Darangdan, Purwakarta Regency. The sampling technique was Purposive Sampling with a sample of class X.9 as the experimental class which took part in learning by applying the Problem Based Learning (PBL) learning model and class The variables of this research include the independent variable, namely the Learning Model (PBL Learning Model vs. Conventional Learning Model) and the dependent variable, namely student learning outcomes in the Biogeochemical Cycle sub-material in Class X SMA Negeri 1 Darangdan. The data collection technique uses the Test Method. The instrument used is a multiple choice test. Learning outcome data were analyzed using the Independent Sample T-test. Learning Results of experimental class students achieved good characteristics and the control class only achieved adequate characteristics. The mean post-test for the experimental class was 83.1 and the mean post-test for the control class was 74.04. The results of the Independent Sample t-test show the value of tcount = 3.363 &gt; ttable = 1.989. Because tcount &gt; ttable, Ho is rejected and H1 is accepted, which means that there is a significant difference in student learning outcomes between classes that take part in learning using the Problem Based Learning (PBL) learning model and classes that take part in conventional learning. And also the Sig value. (2-tailed) &lt; 0.05, namely 0.001. So it can be concluded that the Problem Based Learning (PBL) learning model influences student learning outcomes.

What constitutes successful practice for supervision of postgraduate students at an Open and Distance learning institution? In this article I describe a limited experiment in online teaching using a group of postgraduate students at the University of South Africa (Unisa). While the experiment has obvious limitations including the short time in which it has been running, the small size of the group and the experience of only one facilitator, it may have large ramifications in terms of potential online learning opportunities in the near future. The aim of this article is to indicate the relative importance of technology itself in relation to student interaction online, as is suggested by Brand (1997): 'Evaluating the role of technology itself on learning has merit, but technology does not operate independently to create a learning environment. Student interaction online, like student interaction in face-to-face classrooms, is a critical component of the learning context.' I hope to show that crucial moments in communication, interaction, reaction and non-reaction amongst the six students, myself and observers, have significant consequences for online teaching and learning amongst larger groups of students. As increasing numbers of college-level courses are developed for delivery via the World Wide Web, pressure grows to identify components of online learning environments that contribute to or support learning. Much of the research focus in online education has been on technical characteristics such as platforms, download speed, engaging links, streaming audio and streaming video. Evaluating the role of technology itself on learning has merit, but technology does not operate independently to create a learning environment. Student interaction online, like student interaction in face-to-face classrooms, is a critical component of the learning context. This appears to be especially true for one of the largest groups served by online classes, non-traditional or adult students, whose expectations are likely to include dynamic interaction with others and learning constructed through discussion (Brandt 1997).

During the Covid-19 pandemic, online learning implementation in elementary schools experienced problems in delivering material to students. The use of fully online learning methods causes learning difficulties, so that it has an impact on decreasing student learning outcomes. To overcome this problem, the purpose of this study is to apply the Problem Based Learning model assisted by innovative media in class II students to improve learning outcomes in thematic learning. This research is a classroom action research that is designed in two cycles. Each cycle has four stages, namely, planning, action, observation/evaluation, and reflection. One cycle is carried out for three meetings, namely two meetings to implement learning and one meeting to implement learning outcomes tests. During the research, the learning outcome data were measured using multiple-choice tests, and the learning process was measured using the observation method. Data in the form of scores were analyzed using descriptive statistics, and observational data were analyzed qualitatively. The results showed that the classical mean score in cycle I was 81.91% (high category), and there was an increase in cycle II with a classical mean score of 91.13% (very high category). Thus, the online PBL model assisted by innovative media can improve student learning outcomes.

The background of this research is the lack of learning media used by educators in the learning process. This study aims to determine the effectiveness of power point and socrative (Student Response System) to increase student interest and learning outcomes. The formulation of the problem in this study is 1) Is the interest in learning a variety of social symptoms in society for students of Class X Social Sciences High School 1 Kandangan 2017/2018 Academic Year can be improved by utilizing Power Point and Socrative (Student Response System). 2) Are the learning outcomes of various social symptoms in the community for students of Class X Social Sciences in Kandangan Middle School 2017/2018 Academic Year can be increased by utilizing Power Point and Socrative (Student Response System). 3) How is the development of learning a variety of social symptoms in the community by utilizing Power Point and Socio (student response system) in students of Class X Social Sciences Public High School 1 Kandangan 2017/2018 Academic Year. Data collection techniques used in this study consisted of tests, observations, questionnaires, documentation, interviews using interview guidelines, and field notes. This research is classroom action research conducted in two learning cycles with stages including action planning, action implementation, observation / evaluation of actions, and reflection. The results showed that there was 1) an increase in student learning interest, namely from 77.78 percent interested in high learning in Cycle I to 86.11 percent interested in high learning in cycle II, 2) improvement in student learning outcomes that is from 72.22 percent with classical completeness 68.75 in Cycle I to 91.67 percent with 93.75 classical completeness in cycle II. The use of powerpoint and socrative (student response system) can increase interest and learning outcomes of various social symptoms in society.

In 2024, we celebrate the 20th anniversary of The Clinical Teacher (TCT). Established in 2004 by the Association of the Study of Medical Education (ASME)1 and Wiley,2 and first edited by Professor John Bligh, TCT was designed as a platform to explore 'the practical issues clinical teachers face in their day to day work'.3 Fast-forward, and this aim has certainly stood the test of time. The lay of the land in clinical education continues to change as the needs of adult learners shift and health care delivery evolves, bringing many new challenges and exciting opportunities. Over the past 20 years, the health professions education field has changed immeasurably across the world with the ever-increasing numbers of university programmes, education roles and service learning placements. Technological shifts, regulatory reforms and changing patient demographic needs have also revisioned the pedagogic approaches which shape our field. Across 2020 and 2021, editors Professor Jill Thistlethwaite and Dr Aileen Barrett navigated the journal through the Covid-19 pandemic, where clinical teaching rapidly adapted to meet the needs of social distancing requirements in a changing health workforce, fostering innovation. Although online learning was already well accepted across the health professions as a means to increase knowledge,4 its effectiveness in skills development had been less explored. As co-editors, we are very fortunate to have the opportunity to look back at what has been co-created over time. Many of the subject areas published in the first volume remain topical. For example, 'Teaching Anatomy without cadavers'5 remains a contemporary issue within the modern medical curricula. Once a long-held method of learning in anatomy, whole-body dissection has largely been replaced by cost and time-efficient teaching methods but with little agreement on what works best.6 In the first volume of TCT, problem-based learning (PBL) was discussed as a relatively new form of student learning.7 Although PBL remains popular, still present in many medical schools, a new contender is team-based learning (TBL). Having gained popularity across the health professions, TBL is seen as a resource efficient strategy among large student cohorts to foster knowledge recall, small group collaboration, large group discussions and feedback.8-10 Interprofessional Education (IPE) gained much attention over the years,11-14 and both TBL and IPE have emerged as important student-centred pedagogical approaches to prepare health professional students for practice, where a collaborative team environment for patient care is essential. TCT has a long history of supporting researchers, nurturing educational leaders and the development of educators through various activities overseen by former editors. Those who have served as TCT editorsinclude the following: John Bligh (volumes 1–2), John Spencer (volumes 3–6), Steve Trumble (volumes 8–10), Jill Thistlethwaite (volumes 11–17) and Aileen Barrett (volumes 18–20). We invited those who have gone before us to reflect on the journal's achievements, challenges, and future direction, and we look forward to sharing these commentaries across the 20th anniversary volume. Clinical education research is gaining momentum and recognition, with many different ways to get involved and take on leadership roles. Many of us enter this field serendipitously—it provides a meaningful way to connect with others across the university and healthcare sectors locally and internationally and across the health professions. TCT provides a platform to build social capital in clinical education research—an area of importance to students, trainees, educational designers, institutes and society. As a journal that encourages the advancement of early career researchers, we are committed to achieving impact through collaboration in research and scholarship. The future will bring many challenges to health professions education. Perhaps you have considered contributing toeducation research but are not sure how to get started. As health professional educators, we have a responsibility to improve the students' learning experience and share our innovations. We are relying on the expertise and creativity of the next generation to join our networks and lead the way, maintaining quality improvement in health professions education and sharing their ideas. To this end, we have built on the initiatives of previous editors. First introduced by Dr Aileen Barrett, the 'Early Career Scholarship papers section' offers postgraduate health professions education students the opportunity to showcase their research projects for publication as manuscripts. Further details on how to develop 'research' or 'innovation, implementation, improvement' articles for this section can be found online (https://asmepublications.onlinelibrary.wiley.com/hub/journal/1743498x/homepage/forauthors.html). In collaboration with ASME, TCT offers awards that support the development of medical and health professions educators. Information can be found online (https://www.asme.org.uk/awards/). The anniversary award is a new initiative to support researchers in collaborative projects that develop and strengthen networks and lead to excellence in output. It enables individuals to gain further experience and understanding of the field of clinical teaching by visiting educational or healthcare institutions for their own professional and personal development. The prestigious new voices award aims to equip early career health professions educators and researchers with essential skills and knowledge required for peer review. It provides the opportunity to join a scholarly community of practice that encourages contemporary scholarly debates, critical analysis and refinement of academic writing skills. The impact award recognises the most downloaded paper published in TCT during the year. Thank you to the editors, editorial teams, authors and reviewers who have brought the journal to where it is today in its efforts to disseminate good practice in health professions education. Readers remain an important part of this community in driving good practice and influencing the journey of the journal. Across 2024–2025, we will offer a variety of opportunities to you to help celebrate the 20 year anniversary milestone. We want to encourage early career health professionals to engage with the journal and consider where the future will take us in the next 20 years. The authors have no conflicts of interest to declare.

This special issue of seminar.net is the result of a collaboration between teachers at the two master programmes, “Communication, Design and Learning” at the University of Oslo and “ICT Supported Learning” at the Oslo and Akershus University College of Applied Sciences. For 2013-2015, we received a grant from Norgesuniversitetet to develop partnership, flexible teaching and study methods, and to increase learning outcomes among students. The four papers represent the first research results from our project. We are grateful to Norgesuniversitetet for its support.Per HetlandGeneral editorThe first paper, by Per Hetland and Anders I. Mørch, both from the University of Oslo has a title called “Ethnography for Investigating the Internet”. They describe the field by giving an overview of the competing concepts, and argue for their chosen path. They point at important crossing roads and selections that needs to be taken for future research.Jan Erik Dahl, also of The University of Oslo, presents the paper “Supporting learning through epistemic scaffolds embedded in a highlighter tool”. It explores how the use of the tool was used to support students’ readings and discussions of research articles. He argues that the use of annotation technologies in education is increasing, and that annotations can play a wide variety of epistemic roles; e.g., they can facilitate a deeper level of engagement, support critical thinking, develop cognitive and metacognitive skills and introduce practices that can support knowledge building and independent learning. Dahl criticises some of the underlying assumption of present research in the field and suggest that one needs to look for the active co-construction that students do in collaboration with others.Monica Johannesen and Leikny Øgrim, of the Oslo and Akershus University College of Applied Sciences, has collaborated with Ole Smørdal of the University of Oslo on the paper “Facebook as an actor - a case of students negotiating their social presence in an online course”. Their paperreports on a study of a higher education online course based on asynchronous communication. In the selection of technology for online discussions they aimed at creating a sense of togetherness among the teachers and the students. Their choice proved to be a insightful experience of how the differences of agency of a virtual learning environment (VLE) are compared to social media when it comes to social presence.Anders I. Mørch of the University of Oslo has collaborated with Louise Mifsud and Bård Kjetil Engen, of Oslo and Akershus University College of Applied Sciences on the fourth paper, called “Problem-Based Learning in Synchronous Networked Environments: Comparing Adobe Connect and Second Life”. Their approach was to compare experiences from using two networked learning environments: Adobe Connect (AC) and Second Life (SL) for supporting teaching and learning in distance education courses. Data were collected from two separate case studies: one in Norway (AC) and the other in the United States (SL), using different but comparable methods of data analysis. They focus on problem-based learning (PBL), using four application characteristics of PBL (learner activity, collaborative learning, feedback, and valuation of previous knowledge).General sectionIn addition to the four papers in the special issue of Seminar.net, we also contribute with two more papers.David Hallberg, representing both The Swedish Red Cross University College and the Stockholm University, has written a paper with Henrik Hansson and Anders G.Nilsson, also from Stockholm University called: “Immigrant Women's Reasoning and Use of Information and Communications Technology in Lifelong Learning”. The paper explores the reasoning and use of information and communications technology (ICT) in lifelong learning by immigrant women. The researchers collected data from semi-structured and unstructured interviews. The study was carried out primarily in a school environment, which also made it possible to draw conclusions about the connection between learning in and outside school environments.Trine Fossland, of University of Tromsø UiT The Arctic University of Norway, presents the last paper in this issue. Her paper, “Stories of technology-enhancement in higher education – a critical approach”, continues a critical stance of educational technology, suggesting that even if there is a large body of research on technology-enhanced learning, questions related to the educational effectiveness of technology use still needs to be questioned. She argues that “digital innovators’” stories about technology enhancement may constitute a rich source for understanding this complex educational phenomenon both in relation to teachers’ daily practices and the implementation of ICT in higher education at large. Her paper relies on biographical interviews with “digital innovators”. Her findings suggest that technology-enhancement is linked to nine key characteristics: different educational models, authenticity, pedagogical added values, meaningful student activities, changing approaches to feedback, assessment and connection with the outside world, as well as holistic planning, supportive leaders and strong micro-cultures. This paper proposes a more nuanced understanding of the term technology enhanced learning and suggests strategies for educational development and further investigations related to this phenomenon in higher education. Yngve Nordkvelle