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Assessment of PBL design approach in a dietetic web-based instruction

This article examines the use of Problem-Based Learning (PBL) in a web-based instruction for dietetics and explores how this approach differs from traditional web-based learning. The study assesses student outcomes, the process of learning, online discussions, and web-based evaluation questionnaires. The results indicate that PBL promotes self-directed learning and enhances problem-solving skills. The article concludes with implications for instructional design and the need for further research in utilizing PBL in a web-based learning context.

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Assessment of PBL design approach in a dietetic web-based instruction

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  1. Assessment of PBL design approach in a dietetic web-based instruction 指導教授 Min-puu Chen報告者 Hui-lan Juan報告日期 2006.12.26 Chanlin, L., & Chan, K. (2004). Assessment of PBL design approach in a dietetic web-based Instruction. Journal of Educational Computing Research, 31(4), 437-452.

  2. Introduction (1) • The developments of recent technology have opened up resources and opportunities for innovative methods of learning. • With the PBL instructional approach, exploring and searching in cyberspace can become more job-oriented. • In supporting online PBL, through consideration in implementation is needed. (Orrill, 2002) • Although PBL is a very flexible approach that has been demonstrated as working with very small teams and large groups, there might be disagreement to whether PBL is as effective or even possible for online application.

  3. Introduction (2) • This article reports the use of PBL in Web-based instruction and describes how this approach differs from traditional Web-based learning.

  4. Method • Subjects: 108 junior students (5-6 as a team) • The web-based instruction was designed with two versions: • Control treatment • A list of topics was provided in the “topics for the final project,” and linked to related instructional content. • Experimental treatment (PBL treatment) • Use of problem sets in the “topics for the final project”. • Students had to interact with problem scenario first provided for each topic.

  5. Method-researchinstruments • Student’s final projects • WBL (Web-Based Learning) evaluation questionnaire • Four major categories –instructional functions, use of resources, use of discussion, assignment • The questions were presented using a 5-point Likert scale • Qualitative data • Content form online discussion columns • Descriptive reflections • Interviews

  6. Results (1) • Outcomes of learning • Students’ learning outcomes were assessed through their performance in the final project. • Group final project (90 point)、peer assessment score (10 point)

  7. Results (2) • Process of learning

  8. Results (3) • Online discussion

  9. Results (4) • Web-based evaluation questionnaires

  10. Discussion (1) • PBL students are more self-directed and easily understand and interpret their learning task from different perspectives through the use of real-life cases. • PBL treatment performed significantly better in their final projects. • PBL approach reacted more positively toward the use of the assignment.

  11. Discussion (2) • Reflect self-directed learning skill achieved by using PBL • Use of problem scenarios invites students to see learning in a more meaningful way. • PBL treatment tended to go through a deeper and longer process in analyzing problems. • Use of PBL might encourage students to appreciate the experience they engaged in exploring the research and accomplish the given tasks.

  12. Conclusion • Problem-Based Learning uses descriptions of real-life problems or situations that stimulate problem analysis, decision-making, communication, and teamwork. • More instructional implications should be taken into consideration. • How to improve the use of PBL in a Web-based learning context is expected. More research efforts in addressing instructional issues pertinent to the PBL should be emphasized.

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