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Autor/inn/en | Winarno, Sri; Muthu, Kalaiarasi Sonai; Ling, Lew Sook |
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Titel | Direct Problem-Based Learning (DPBL): A Framework for Integrating Direct Instruction and Problem-Based Learning Approach |
Quelle | In: International Education Studies, 11 (2018) 1, S.119-126 (8 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1913-9020 |
Schlagwörter | Problem Based Learning; Models; Creative Thinking; Teamwork; Direct Instruction; Student Attitudes; Quasiexperimental Design; Problem Solving; Class Activities; Pretests Posttests; Undergraduate Students; Questionnaires; Pilot Projects; Control Groups; Teaching Methods; Foreign Countries; Indonesia Problem-based learning; Problemorientiertes Lernen; Analogiemodell; Kreatives Denken; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Schülerverhalten; Problemlösen; Fragebogen; Pilot project; Modellversuch; Pilotprojekt; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Indonesien |
Abstract | Direct instruction approach has been widely used in higher education. Many studies revealed that direct instruction improved students' knowledge. The characteristics of direct instruction include the subject delivered through face-to-face interaction with the lecturers and materials that sequenced deliberately and taught explicitly. However, direct instruction resulted in low creative thinking and teamwork skills among students. Therefore, problem-based learning activities were adapted to reform and create an innovation of a direct instruction approach in developing the new situation. Objective: This study aimed at exploring lecturers' and students' perspectives towards Direct Problem-Based Learning (DPBL) activities as a new approach for activities in the classroom. Design: A quasi-experimental design was used. Participants: Third-year students (N = 276) who signed up for Computer Networks subject from Dian Nuswantoro University, Indonesia and five lecturers were involved. Findings and Results: Learning outcomes were significantly positively (Sig. p = 0.00). Creative thinking skills score increased 8.4%, Teamwork skills score increased 11.5%, and knowledge score increased 25.9% of DPBL approach. The majority of students have difficulties in the direct instruction approach x-bar = 4.71(0.472). Whereas, x-bar = 1.99(0.655) students have low difficulty in DPBL approach. Expert participants agreed that DPBL approach can enhance creative thinking and teamwork skills x-bar = 4.70(0.50) (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |