Development and implementation of a blended problem-based learning instructional approach for a polytechnic course

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Type
Thesis
Author
Emilia Idris
Supervisor
Choy, Doris
Chua, Bee Leng
Abstract
Blended learning is now an essential part of Institutes of Higher Learning (IHL) curriculums worldwide. However, there are infinite permutations in blended learning design which can lead to wide and inconsistent outcomes. There is a gap for clear and concise approaches to designing constructivist blended learning environments. The literature suggests that Problem-based learning (PBL) is suitable for blended learning. PBL is a constructivist approach that can be enhanced with technology. This study investigates how a blended PBL approach and a face-to-face PBL approach compare in impacting student perceptions in four PBL outcomes: motivation, collaborative learning, self-directed learning and knowledge gains for a Digital Media course in a polytechnic. Consequently, pertinent factors that contribute to blended PBL design are explored. This study adopts a mixed-methods approach and involves 83 student participants and two lecturers. A quasi-experiment was done to study the impact of the two PBL approaches on student outcomes measured via pre/post surveys and two quizzes. In addition, focus group discussions explored both students’ and lecturers’ learning and teaching experiences. Quantitative analysis suggests that the blended PBL approach is comparable to face-to-face PBL in bringing out PBL outcomes. Although no significant differences were found between the two approaches, within each approach, students’ perceived task value, self-directed learning, collaborative learning with technology and knowledge gains increased significantly pre and post intervention. Each approach had unique strengths and weaknesses which impacted how the outcomes were shaped. In terms of blended PBL design, the participants’ experiences highlight the importance of authentic and complex problems in PBL. The online environment supported self-directed learning particularly well but limitations in digital tools and students’ digital habits made online collaboration challenging. These challenges could be eased with facilitation strategies. The findings contribute to the design literature for constructivist blended learning environments especially in blended PBL.
Date Issued
2024
Publisher
National Institute of Education, Nanyang Technological University (NIE NTU), Singapore