Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/15508
Title: 
Problem-based learning and mediated learning experience
Authors: 
Issue Date: 
Nov-2003
Citation: 
Tan, O. S., & Chua, B. L. (2003). Problem-based learning and mediated learning experience. In Research in and on the classroom: ERAS Conference 2003 Proceedings (pp. 26-52). Singapore: Educational Research Association of Singapore.
Abstract: 
The purpose of this study is to investigate the extent to which Mediated Learning
Experience (MLE) is present in Problem-Based Learning (PBL) within a secondary
school curriculum. The study explores: (i) The presence of MLE parameters in the
various stages of the PBL cycle as practiced in the school under study and (ii) The
students’ perception of the presence of MLE parameters in the abovementioned PBL
environment. The study involved data collection from three instruments, namely the
PBL vs MLE Matrix, Intensity Chart and Case Vignette. The findings of this study
suggest the strong presence of the following parameters: Intentionality and
Reciprocity (IR), Meaning (ME), Transcendence (T) and Feeling of Competence
(FC). In addition, the instruments registered the moderate presence of these
parameters, Interdependency and Sharing (IS), Individual Uniqueness and Esteem
(IU), Search for Optimistic Alternatives (OA) and Challenge of Novelty and
Complexity (NC). These findings highlight the important fact that different
parameters are present in varying degrees throughout the PBL cycle. Different
activities carried out during the different stages necessitated and brought forth
mediation of different MLE parameters. The insights acquired from this study indicate
possible refinements to current PBL practices, so as to make it a viable instructional
method for education in the 21st century.
Description: 
This paper was published in the Proceedings of ERAS COnference held in Singapore from 19-21 November 2003
URI: 
Appears in Collections:Conference Papers

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