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Problem-based learning processes and technology : impact on preservice teachers’ teaching efficacies, motivational orientations and learning strategies
Abstract
Problem-based learning (PBL) is a pedagogical innovation that involves learners working on authentic problems through a learning cycle of collecting information, connecting information and communicating information. In the PBL process, learners develop their cognition and disposition to deal with the novelty and complexity in solving problems. PBL is used in teacher education to develop the cognitive skills and motivational dispositions essential for preservice teachers to be effective educators in the 21st century. In recent years, educators have experimented incorporating more elements of technology and web-based learning into the PBL curricula. It is thus important for educators to better understand how technology affects learning through the PBL process.
In this research, preservice teachers were immersed in either a traditional PBL environment (tPBL) or an Internet-supported PBL environment (ePBL). Study One identified the distinct key PBL processes in PBL environments. The focus of this study was the development and validation of the Problem-based Learning Process Inventory (PBLPI), which measured preservice teachers‘ perception of Problem Posing, Scaffolding and Connecting that are inherent in PBL. Study Two examined the effects of PBL (tPBL and ePBL) on preservice teachers‘ teaching efficacies, motivational orientations and learning strategies. Whilst both tPBL and ePBL were effective in influencing preservice teachers‘ teaching efficacies, motivational orientations and learning strategies, tPBL seemed to have more adaptive effects on preservice teachers‘ motivational orientations and learning strategies. A content analysis of preservice teachers‘ reflection was conducted to uncover plausible reasons for these differences.
Studies Three and Four investigated the predictive relations of tPBL and ePBL processes on preservice teachers‘ teaching efficacies, motivational orientations and learning strategies. The studies demonstrate the importance of preservice teachers‘ prior teaching efficacies, motivational orientations and learning strategies in determining how much they will benefit from the key PBL processes. Different key PBL processes were observed to have different mediating roles for different outcomes, and different PBL environments. The more salient roles of the key PBL processes in the ePBL as compared to the tPBL environment were identified.
The identification of the component processes of PBL informs PBL practitioners on how improvements could be made to future PBL designs. This research supported PBL as a viable approach to develop thoughtfully adaptive teachers. The understanding of prior cognitive and motivational tendencies will inform teacher educators the importance of changing preservice teachers‘ mindsets for PBL and specific approaches to enhance the cognitive and motivational readiness for PBL. This research also supported the feasibility and scalability of ePBL to large cohorts of learners in professional education. Further research pertaining to the extensions of the current research is suggested.
In this research, preservice teachers were immersed in either a traditional PBL environment (tPBL) or an Internet-supported PBL environment (ePBL). Study One identified the distinct key PBL processes in PBL environments. The focus of this study was the development and validation of the Problem-based Learning Process Inventory (PBLPI), which measured preservice teachers‘ perception of Problem Posing, Scaffolding and Connecting that are inherent in PBL. Study Two examined the effects of PBL (tPBL and ePBL) on preservice teachers‘ teaching efficacies, motivational orientations and learning strategies. Whilst both tPBL and ePBL were effective in influencing preservice teachers‘ teaching efficacies, motivational orientations and learning strategies, tPBL seemed to have more adaptive effects on preservice teachers‘ motivational orientations and learning strategies. A content analysis of preservice teachers‘ reflection was conducted to uncover plausible reasons for these differences.
Studies Three and Four investigated the predictive relations of tPBL and ePBL processes on preservice teachers‘ teaching efficacies, motivational orientations and learning strategies. The studies demonstrate the importance of preservice teachers‘ prior teaching efficacies, motivational orientations and learning strategies in determining how much they will benefit from the key PBL processes. Different key PBL processes were observed to have different mediating roles for different outcomes, and different PBL environments. The more salient roles of the key PBL processes in the ePBL as compared to the tPBL environment were identified.
The identification of the component processes of PBL informs PBL practitioners on how improvements could be made to future PBL designs. This research supported PBL as a viable approach to develop thoughtfully adaptive teachers. The understanding of prior cognitive and motivational tendencies will inform teacher educators the importance of changing preservice teachers‘ mindsets for PBL and specific approaches to enhance the cognitive and motivational readiness for PBL. This research also supported the feasibility and scalability of ePBL to large cohorts of learners in professional education. Further research pertaining to the extensions of the current research is suggested.
Date Issued
2013
Call Number
LB1027.42 Chu
Date Submitted
2013