A Problem-Based Learning Implementation to a Psychology Course in Higher Education

[EN] The present work describes a Problem-Based Learning (PBL) activity implemented in an undergraduate course of Psychology of Groups. Additionally, considering the findings on the effects of PBL on cognitive and motivational components, we also explored the effect of the PBL activity on students’ information processing strategies and intrinsic motivation using a pre-post design. Only 28 students (25% men) completed the measures at both point times (pre and post-activity). Although no significant pre-post differences was found for any of the measured variables, the observed trend of change revealed mixed results. While for some cognitive strategies (e.g., critical thinking, information management, information transference) a trend towards improvement could be observed between the pre-post phases, for strategies of information elaboration and information acquisition the trend was reversed. Despite the non significant results, the present work contributes to the field of research on PBL in higher education by describing and testing the effects of a PBL activity implemented in a social discipline, a field in which PBL implementation is rather scarce.Cuadrado, I.; Constantin, A. (2021). A Problem-Based Learning Implementation to a Psychology Course in Higher Education. En 7th International Conference on Higher Education Advances (HEAd'21). Editorial Universitat Politècnica de València. 1195-1201. https://doi.org/10.4995/HEAd21.2021.12897OCS1195120

Project-Based Learning and Student Engagement

Project-based learning (PBL) is a practice underutilized in many school districts despite having many studies demonstrate how project-based learning can positively affect student engagement. The purpose of this review is to improve educational implementation of project-based learning in the classroom setting which will allow for increases in student engagement. This literature review examines research on project-based learning to determine where successful implementation of project-based learning has taken place across various content areas and grade levels. Data was collected from Google Scholar and the DeWitt Library. The research reveals the importance of implementation of project-based learning as a tool to increase student engagement across the entire educational process

Project-based-learning on critical reading course to enhance critical thinking skills

In some cases, EFL (English as a Foreign Language) students may be lack critical thinking in reading, particularly in Indonesia. The purposes of this study were to investigate the implementation of Project-Based-Learning (PjBL) on critical reading to enhance critical thinking skills and describe the students’ responses on the implementation of PjBL in critical reading to enhance critical thinking skills. This research employed a mixed-method approach. The subjects of this research were 26 EFL students at STKIP PGRI Sidoarjo, Indonesia. The data were obtained by using observation, interviews, and questionnaires. Data analysis techniques included data reduction, data presentation, and data conclusion. This study produced several results. Firstly, the implementation of PjBL on critical reading course to enhance critical thinking skills consisted of three stages: 1) planning, 2) implementing, and 3) evaluating. Secondly, based on the interviews, 88.89% of the students were motivated in working on the assignments by using the PjBL model, and 54% of them were excellent. Thirdly, based on the questionnaire, most students (73%) chose “strongly agree” with critical thinking skills. It is hoped that the findings of this research can give information about students’ critical thinking and give an appropriate learning model to enhance the students’ critical thinking.

Need analysis of web model based on project based learning to enhancing history knowledge among form one students

History subject consists of many facts, concepts and difficult to understand. This has become a cause for many students to fail in History subject. Project-based learning (PBL) is an appropriate method to improve the knowledge of History among students. Project-based learning (PBL) is an approach based on constructivist learning theory, learning through experience and constructionism theory. Although the PBL has several advantages, there are still many deficiencies in implementation. Lack of PBL can be overcome by the use of technology. The use of effective technology as an integrated part of the pedagogical process is found to help students who are less skilled and build strong knowledge in project-based learning environments. Modern digital technology is the ultimate catalyst for students who are comfortable engaging in the design and development of their projects as they can document the whole process and easily share their creations in digital format. There are no clear guidance on the use of web model based on project based learning to enhancing History knowledge among students. Thus, in this research, the issues in web model based on project based learning development and strategies are being investigated. he research method focuses on following stages: requirement analysis, design and development including alpha testing by validation from expert and beta testing which is user acceptances test to support efficiency and effectiveness of the courseware for further improvement. The result from the alpha and beta testing indicates a positive feedback on this research

L’EFFICACE INTERAZIONE FRA VALUTAZIONE E TECNOLOGIE: EVIDENZE DA UNA RASSEGNA SISTEMATICA DELLA LETTERATURA

La valutazione rappresenta oggi un tema ampiamente discusso dalla ricerca educativa, soprattutto per il ruolo che essa svolge nell’ambito dei processi d’apprendimento. Nel dibattito in corso risulta emergente la necessità di adottare approcci maggiormente coerenti con gli sviluppi pedagogici, culturali e tecnologici che coinvolgono e determinano le attività d’insegnamento e apprendimento. È in tale quadro che si colloca anche l’interesse verso la relazione esistente fra valutazione e tecnologie. Allo scopo di indagare questa relazione, è stata condotta una rassegna della letteratura focalizzata sulle modalità d’integrazione delle tecnologie nei contesti scolastici e universitari, ricercando gli elementi di novità rispetto alle pratiche valutative tradizionali. Le evidenze raggiunte mettono in luce un quadro sostanzialmente positivo delle potenzialità di impiego delle tecnologie nei processi valutativi dei diversi livelli d’istruzione e ambiti disciplinari, con l’emergere di numerosi elementi d’interesse e di scenari valutativi nuovi, difficilmente attuabili senza l’impiego delle tecnologie

7th International Conference on Higher Education Advances (HEAd'21)

Information and communication technologies together with new teaching paradigms are reshaping the learning environment.The International Conference on Higher Education Advances (HEAd) aims to become a forum for researchers and practitioners to exchange ideas, experiences,opinions and research results relating to the preparation of students and the organization of educational systems.Doménech I De Soria, J.; Merello Giménez, P.; Poza Plaza, EDL. (2021). 7th International Conference on Higher Education Advances (HEAd'21). Editorial Universitat Politècnica de València. https://doi.org/10.4995/HEAD21.2021.13621EDITORIA