Problem-based learning and mediated learning experience

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.