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Interactive processes and learning attitudes in a web-based problem-based learning (PBL) platform
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Computers in Human Behavior Computers in Human Behavior 24 (2008) 940–955 www.elsevier.com/locate/comphumbeh
Interactive processes and learning attitudes in a web-based problem-based learning (PBL) platform Kuo-Hung Tseng
*,1,
Feng Kuang Chiang 2, Wen-Hua Hsu
3
Department of Business Administration, Meiho Institute of Technology, 23 Ping Kuang Rd., Neipu Hsiang, Pingtung county, Taiwan, ROC Available online 3 May 2007
Abstract This paper discusses the steps taken to set up a digital logic course problem through a problembased learning (PBL) constructivist approach. PBL is the learning which results from the process of working toward the understanding and resolution of a problem. The purpose of this study was to develop and implement problem-based learning in a digital logic course in a senior vocational industrial high school. Data collection included content analysis and a questionnaire survey. Content analysis was used to evaluate the students’ discussion messages, quality of dialogue, and the level of problem-solving activities. A survey was then administered to examine the students’ learning attitudes and perceptions toward this platform as a possible tool for PBL learning. Researchers found ‘‘Peer-responses’’ category is the most messages; the contents of messages focus on ‘‘General explanation’’ and ‘‘Reaction’’; the level results of all groups’ problem-solving are similar; the index of the ‘‘Interaction’’ satisfaction level is the highest in PBL activity. Finally, some research suggestions were also proposed. Ó 2007 Elsevier Ltd. All rights reserved. Keywords: Interactive processes; Learning attitudes; PBL; Collaborative learning; Senior vocational industrial high school students; Digital logic
*
1 2 3
Corresponding author. Tel.: +886 8 7799821x8515; fax: +886 8 7784172. E-mail address: [email protected] (K.H. Tseng). Chair Professor. Part-time Assistant. Full-time Assistant.
0747-5632/$ - see front matter Ó 2007 Elsevier Ltd. All rights reserved. doi:10.1016/j.chb.2007.02.023
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1. Introduction Problem-based learning (PBL) is a generally applied approach of learning in the areas of medical education, science curricula, and web-based learning projects during K1–K12 education. However, there were few relative studies which integrated problem-based learning with research methods and teaching in engineering education. PBL is only one kind of constructive approach to instructional methods. In the past, some studies found that constructivist approaches to instruction could help learners actively think about problems in more detail and then be able to use it in real life. PBL learning strategy provides learners with instructional mechanisms that cannot only increase higher-order thinking skills but also explore authentic and ill-structured problems. In addition, students take part in social interactions and receive coaching from peers and teachers; PBL is a useful and effective strategy (Albanese & Mitchell, 1993; Bu¨tu¨n, 2005; Carlisle & Ibbotson, 2005; Hmelo & Lin, 2000). One possible explanation for the attraction of PBL has been the claims of the added-value of the approach in enhancing specific key skills. As a result the student not only learns the topic and subject under study, but also gains a number of transferable and lifelong learning skills (Bechtel, Davidhizar, & Bradshaw, 1999). PBL is an approach that involves providing a task or project to a student group which is generally about 6–10 students. To appropriately solve a problem in a PBL environment, it is important that learners reflect on their understanding of an issue, acquire new knowledge to help in developing a solution, and think about how their new knowledge can be used to address the problem (Song, Grabowski, Koszalka, & Harkness, 2006). ICT may enable the collaboration between learners that are distributed in space or time or enable learners to work, in the classroom, in a simulation environment that allows them to study the efforts of different policies on the economical growth of a country (Van Merrie¨nboer & Brand-Gruwel, 2005). Web-based PBL learning strategy is utilized to encourage transferable skills, including problem-solving, team-work and forwarding knowledge transfer in the platform. The teacher should set up a rich web-based environment in order to improve experiences and learning activities for the learner. Opportunities for collaborative work, problem defining, problem-solving, real tasks and shared knowledge should all be incorporated because the individual learner is not the only source of knowledge and
Fig. 1. Adopted from Beers et al. (2005): From unshared knowledge to constructed knowledge.
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information. In addition, Carey and Whittaker (2002) also emphasized that it is essential to successful PBL activity that the learners possess the abilities to work as members of a team and to collaborate effectively with their peers. It is believed that the development of these skills during PBL learning can lead to those skills being transferred to different situations outside of the PBL group. Beers, Boshuizen, Kirschner, and Gijselaers (2005) cited that the transformation of unshared knowledge in one participant’s head into newly constructed knowledge of the team goes through three intermediate forms (i.e., external knowledge, shared knowledge, and common ground) via four processes: externalization, internalization, negotiation and integration (Fig. 1). A viewpoint that is supported by proponents of the community network model (Swan et al., 2000). It is however acknowledged that IT can play an important supporting role as a repository for the vast breadth and depth of information accumulated by the organization. The researchers believe that students may construct knowledge with each other through cooperative learning and promoting knowledge transformation from unshared knowledge to constructed knowledge. For these reasons, researchers assume that learning activities should be designed to force the learners to think about a problem critically and respond to the problem accordingly. 2. Problem statement In this study, the focus was placed on two PBL related topics which include how to promote student problem-solving and how to improve students’ learning attitudes with the platform. As a result, the purpose of this study was to understand the situation and the processes taken when senior industrial high school students participated in web-based PBL activities for the first time. First, researchers designed a problem situation with the PBL theory. During the student learning, three TA (Teaching Assistants) guided the learning community to promote the growth of digital logic knowledge. Afterwards, researchers analyzed the discussion messages, quality of dialogue, and learning attitudes. Finally, researchers provided the results as well as some suggestions for study in the future. 3. Methods The study gathered data through qualitative and quantitative research methods. The PBL platform provided the function for the students’ learning records. Researchers evaluated the students’ participation and discussion situations through the PBL platform. The qualitative data included the frequency and quality of dialogue, the level of PBL. The quantitative data focused on the questionnaire survey results for PBL activities in order to understand the satisfaction level of students who took part in the PBL platform. This section of the paper describes the study that has been undertaken in terms of the participants, settings and instructional design of PBL. The measurement instruments and data analyses employed were also mentioned. 3.1. Participants and settings This study involved 33 students in a senior vocational industrial high school in Taiwan. Students were organized into six heterogeneous groups. The digital logic course is a compulsory subject in electrical engineering department. Researchers designed a web-based PBL problem to explore students’ interactive processes and attitudes in this study.
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3.2. The instructional design of PBL Researchers attempted to apply the ADDIE cycle (analyze, design, develop, implement and evaluation) in an effective method. Biggs (1999) suggested that teaching processes associated with a deep approach to learning should include at least one of the following four principles within the design of PBL problem: (1) an appropriate motivational context; (2) a high degree of learner activity; (3) interaction with others, both peers and teachers; and (4) a well-structured knowledge based. For this reason, researchers designed the problem of PBL based on the above principles. The instructional design steps were as follows: (1) analysis of the instructional content and learners; (2) discussion and design of the PBL problem with a digital logic teacher; (3) confirmation of the PBL problem; (4) provision of the reward ploy; (5) assistance of Teaching Assistants (TA) to guide students online; (6) discussion and sharing of students’ individual opinions; (7) presentation of the results of the problem; (8) evaluation of the results of student learning. Students had to recall their prior knowledge base in order to solve the problem. Then the researchers explored how the students collaborated with each other and solved the problem. Researchers took the following problem, the Mission Impossible case, as the example. 3.3. The example of PBL: mission impossible It is assumed that you are an engineer in a Water-Electricity Company. One day, you receive an emergency telephone message from a customer. The emergency message is as follows: ‘‘I just received a phone call from terrorists. They revealed to me that they have rigged a large batch of powerful TNT explosives inside the water tower of your company. You must design a control system of high–low water levels based upon the following directions and specified water levels. Otherwise, the TNT explosives will be detonated and then your company will be leveled to the ground.’’ The directions are as follows: The first password: when the water flows past the first level, 5 must be shown on the LED display. The second password: when the water flows past the second level, 4 must be shown on the LED display. The third password: when the water flows past the third level, 1 must be shown on the LED display. The fourth password: when the water flows past the fourth level, 3 must be shown on the LED display. Some hints: At the beginning, the water tower is empty and the number of the LED Display must be demonstrated by 5. However, the number will not be switched to 4 until the water flows past the second level. The height of the water will increase and flow past the first, the second, the third, and then the fourth level step by step. As every level of the water tower is filled with water, the corresponding number must be shown on the LED display (see Fig. 2). 3.4. Measurement instrument The data analysis consisted of two parts. The first part corresponded to the interactive behavior within the student groups. In order to analyze the interactive processes
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Fig. 2. The water tower case of PBL.
during the students’ discussion of the PBL problem, researchers designed the categories of dialogue quality to evaluate the dialogue based on the related research results (Bodzin & Park, 2000; Klein & Doran, 1999; Liu & Yang, 2003; Sorensen & Takle, 1998). Table 1 describes the nine categories of dialogue quality: general explanation, organization, question, analysis, elaboration, reaction, brainstorming, solving the problem, and reflection. In order to analyze the level of PBL, researchers cited Lavonen, Meisalo, and Lattu’s (2002) descriptions of the categories of tasks in problem-solving activities (see Appendix 1). A survey was administered to examine the students’ learning attitudes and perceptions about the platform as a tool for PBL learning. The second part of the quantitative investigation related to individual students (n = 33). Once the students finished the PBL problem activities, they were asked to fill out the questionnaire. The questionnaire mainly explored the students’ level of learning satisfaction toward the PBL activities. The questionnaire consisted of the students’ attitudes towards PBL learning, interaction, and the platform (see Table 4). The questionnaire utilized a 5-point Likert scale ranging from the level of ‘‘nothing’’ to ‘‘the best.’’ Reliability analysis of the questionnaire is as follows: the total of the questionnaire’s Cronbach’s a is 0.94; the construct of PBL is 0.95; the construct of Interaction is 0.90, and the construct of Platform is 0.88. The above values of Cronbach’s a suggest the internal reliability to be quite acceptable. Statistical analysis was conducted using SPSS Software (Version 13.0). 4. Analyses and findings 4.1. Issue messages of students’ category The researcher counted the issue messages in the PBL platform (Table 2). The total number of messages is 981. 624 messages of those are assumed to be cognitive messages (64%). The last 357 are non-cognitive and either have nothing to do with the issue topics or repeat the statement of others (36%). In the discussion issues, we have 80 messages (13%) in cognitive form delivered by the learners, 495 messages (79%) in cognitive form which aroused replies, and 49 messages (8%) in cognitive messages which were delivered by the teaching assistants. From Table 2, it can be seen that the great amount of non-cognitive messages
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Table 1 Categories of dialogue quality No.
Categories
Illustration
A1
General explanation
To focus on general discussion, does not construct knowledge, has no ‘‘organization, question, analysis, reaction, solving the problem, and reflection’’ in the dialogue content
Examples Now we are unable to solve how the transistor connects with the circuit. We have to study as soon as possible
A2
Organization
To organize the opinions from books, websites or other members’ thinking
I read the electronic practical textbook several days ago and I found that the textbook indicates the relay of the liquid level control may solve how to switch 0–1 each other Based on what our teacher, Tasi have told us this problem is related to seven-segment LED encoders, decoders and multiplexers. . .and so on. So we can find some answers to solve the problem through digital logical textbooks
A3
Question
To provide some questions and clarify the problem
I have a question about the differences between encoder 7447 and 7448? Could I ask anybody whether it is necessary for the liquid level control to use the transistor? Does the transistor have to connect to a resistance too? (Or does the resistance not need to connect to a resistance?) How many Ohms of resistance needed? Is 220 X acceptable?
A4
Analysis
Students propose the relativity or contrast viewpoints
I think that we can use the transistor rather than the OPA adder. My impression is that the carbon rod can be replaced with the wire
A5
Elaboration
To focus on the complicated problem to provide elaboration and context
Encoder makes multiple lines (bits) to fewer lines (bits), Ex. 8 lines to 3 lines encoder, (8 = 23), line 1 activation would be encoded as ‘001’, line 3 encoded as ‘011’, line 6 encoded as ‘110’ The seven-segment displays are used to demonstrate the sole decimal base or the hexadecimal system numeral. The seven-segment displays are constituted by 7 LED. Each LED entrusts it with a different number The main difference in 7447 lines is in actuating ‘‘altogether the anode’’ of seven-segment displays and 7448 actuates ‘‘the common cathode’’ of sevensegment displays (continued on next page)
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Table 1 (continued) No.
Categories
Illustration
Examples
A6
Reaction
To reply to prior news or another response, or give feedback or praise others’ contributions
Mr. Wu, I think we can use the relay, but do you know how to deal with circuit-switched connections?
A7
Brainstorming
To introduce a new idea and try to solve the problem, or think about how to apply broader viewpoints and actions
I hope that everybody can redesign electric circuits and that you can use the decoding as well. I think we should discuss the question of how to connect decoders to the circuit. Then if the transistor is finally connected to decoders, I do not know what will happen with it?
A8
Solving the problem
To provide the answer or solution to the problem, and explain, test, verify, and revise any errors
Recently, I read a practice textbook on electronics and I found that the relay can solve 0 and 1 in the liquid level control system I have already completed the circuitry, but I think there may still be some problems. . .
A9
Reflection
To think through the content of the problem before teaching and reflecting on the dialogue of group members
I have made the similar topics this week, everybody should have had further understood (certainly I also was) the connection system of the circuitry. Oh! Oh! But things have actually become more chaotic because the LED displayer has no normal function! The circuitry looks like it has some mistakes. It seems to me that some electronic elements have not been connected to the circuitry very closely In a word, I think that there is no team unity in our group
Table 2 Frequency of participants taking part in the PBL platform Group
Category Cognitive messages
Non-cognitive messages
Total messages
Total messages
Discussion issues
Peerresponses
Assistantresponses
G1 G2 G3 G4 G5 G6
119 176 94 53 56 126
19 9 9 15 16 12
89 161 78 30 32 105
11 6 7 8 8 9
75 92 56 36 23 75
194 268 150 89 79 201
Total %
624 64
80 8
495 51
49 5
357 36
981 100
Group
Category General explanation
Group Group Group Group Group Group Total %
1 2 3 4 5 6
Total Organization
Question
Analysis
Elaboration
Reaction
Brainstorming
Solving the problem
Reflection
50 75 52 29 12 70
12 32 19 8 9 12
36 34 32 8 10 35
7 12 4 2 1 7
5 4 8 1 2 4
56 65 23 29 38 63
8 8 0 1 0 0
20 10 3 7 2 3
6 28 9 4 5 7
194 268 150 89 79 201
288 29
92 9
155 16
33 3
24 2
274 28
17 2
45 5
59 6
981 100
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Table 3 Quality of dialogue by category and frequency
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existed among the reactions. 8% of the total messages were indifferent to the group issue topic, and nearly a half of all the responses replied to other messages. Most of the learners were excited about the first time to use or discuss on a web-based PBL platform. Therefore, many unrelated or ‘‘nonsense’’chats were registered. Furthermore, the teacher did not forward the notices to the learners. This could be the reason for the high percentage (36%) of non-cognitive messages. 4.2. The results of quantifying the messages category The researcher analyzed the cognitive messages according to the categories of dialogue quality (Table 1) used in this study. ‘‘General explanation’’ (29%) registered the most while ‘‘Reaction’’ (28%), and ‘‘Question’’ (16%) came in second and third respectively. ‘‘Elaboration’’ and ‘‘Brainstorming’’ registered the least at only 2%. The researcher reasoned that it was the first time that the students had to do general statements and responses and lacked experience in higher level dialogues or studies. Also, Table 3 indicated that the dialogues among the groups were relatively identical in focusing on general explanation, reaction, and the question. Generally speaking, traditional Taiwanese students seldom raised questions in class. The web-based PBL platform promoted cooperation among the students, stimulated the questioning of doubts, and enhanced the identity of the group as one that was knowledge sharing. In addition, PBL also encouraged the group members to help each other and increased their ability to solve questions. The process of the students’ discussion with each other through a web-based platform helped them construct newly shared knowledge from individual unshared knowledge. Finally, the groups constructed new PBL solving knowledge as the Beers et al. (2005) research concluded as well. 4.3. The level results of six groups PBL solving The review of the purpose of this study preceded our data analysis. It was necessary to describe the students’ collaborative problem-solving processes in order to explore the level of problem-solving. Researchers quoted Lavonen et al. (2002) who all defined these categories of tasks in problem-solving activities (see Appendix 1). These include problem (P1), recognizing and finding (P2), planning (P3), alternatives (P4), constructing (P5), and evaluating (P6). The level results of all groups problem-solving are as follows in Figs. 3–8, respectively. Based on the above level results of all the groups’ problem-solving, researchers found that there are similarities in all the groups’ online discussion as follows. First, students needed to spend more time defining the problem and then confirming and discussing
Fig. 3. The level results of group 1 PBL solving.
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Fig. 4. The level results of group 2 PBL solving.
Fig. 5. The level results of group 3 PBL solving.
Fig. 6. The level results of group 4 PBL solving.
Fig. 7. The level results of group 5 PBL solving.
how to solve it. Second, all the students in the group spent more than one month gathering related resources and asking other groups or the teacher for help during the online discussion processes. Third, most groups spent little time planning alternatives to the problemsolving task. Researchers believe that most students do not know how to plan a project. Furthermore, another reason could also be that this was the student’s first time participat-
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Fig. 8. The level results of group 6 PBL solving.
ing in a PBL activity. Also, the teacher separated the groups heterogeneously. Certain students in the groups always brought original and new ideas while others did not contribute as energetically. Fourth, all the groups spent the most time self-constructing their circuitry model. Researchers observed that students could develop a self-directed learning ability through this task. Finally, the six groups of students usually spent little time evaluating their results. Group 4 did not test or evaluate their product but instead spent more time constructing their circuitry. The results of these six groups’ level of problem-solving provide evidence that students mainly focus on the stages of problem (P1), recognizing and finding (P2), and constructing (P5) tasks during the PBL process. 4.4. The result of students’ learning attitudes The researchers analyzed the questions by dividing them into three main parts: (1) PBL, (2) Interaction, and (3) Platform in the questionnaire. The results of each part were delivered in Table 4 and the findings are as follows. Thirty-two of 33 students completed and returned the surveys with Lickert 5-point scale questions designed to assess students’ learning attitudes and perceptions about the platform as a tool for PBL learning. 4.4.1. PBL The index of students’ acceptance is in the medium range (M = 3.74) from 3.48 to 3.85. Observing the details in each question, it is not difficult to know that the index of question 4 (After participating in the PBL method, my confidence and ability to solve a real digital logic problem has been enhanced) (M = 3.85) and question 8 (The PBL method has helped my ability to intensely think through the problem) (M = 3.82) is higher than average. Thus researchers reasoned that PBL enhances the confidence of students’ resolutions to digital logic problems, their learning ability, and their ability of deeper thinking. Also, the students did not think that the question 6 (The PBL method was realistic and reflected real practical situations) (M = 3.48) in PBL were realistic or reflected real practical situations. Therefore, in the future we have to design more realistic questions reflecting daily life situations. 4.4.2. Interaction The index of students’ satisfactions with reactions online is in a high range (M = 4.01). The questions in this part are above 3.91 which is supposedly the highest. The students enjoyed the PBL activities and the cooperation opportunities to solve problems. Through the web-based environment, students could realize other thoughts, methods, and resolu-
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Table 4 Survey results for PBL activities Questions
Satisfaction level Mean
PBL
Interaction
Platform
1. The PBL method has improved my understanding of the lectures. 2. The PBL method has helped my understanding of digital logic theory. 3. The PBL method has improved my understanding of the practical aspects of digital logic design. 4. After participating in the PBL method, my confidence and ability to solve a real digital logic problem has been enhanced. 5. The PBL method could promote learning motivation for the digital logic course. 6. The PBL method was realistic and reflected real practical situations. 7. The PBL method has helped my ability to search relative information. 8. The PBL method has helped my ability to intensely think through the problem. 9. The PBL method has helped my ability to solve the problem. 10. The PBL method has helped me to link knowledge and prior experience.
Standard deviation
3.64 3.79 3.76
.699 .696 .708
3.85
.712
3.79
.650
3.48 3.79 3.82
.712 .650 .683
3.70 3.73
.728 .761
4.03
.770
4.06
.788
11. The PBL method has helped my ability to solve the problem as part of a groups’ interaction. 12. I liked participating in the PBL activity and the cooperation used to solve the problem. 13. I believe that we had spirit of team-work as shown by the mutual cooperation in our groups. 14. I was pleased to share my opinions in order to solve the PBL problem. 15. I was pleased to obtain assistance from Teaching Assistants (TA).
4.00
.791
4.03 3.91
.728 .765
16. 17. 18. 19. 20.
3.91 3.85 4.00 3.91 4.00
.765 1.064 .750 .879 .829
The speed of the platform system is very good. The Human–Computer Interaction of platform is friendly. There is great interaction in the platform. I use the platform extensively. The platform can provide multi-learning styles.
tions while strengthening their own abilities. And then the index of ‘‘I was pleased to obtain assistance from the Teaching Assistant’’ (M = 3.91) is a little lower for the teaching assistants who did not take the training web-course. Thus, researchers should offer the TA necessary training on web-course to assist students’ discussions. 4.4.3. Platform The students thought that the web-based platform offered a high speed reaction mechanism and multiple learning methods. According to the students, it was quite convenient to use it. The index of the platform is in the medium high range (M = 3.93). Though the index of ‘‘Human–Computer interaction of platform is friendly’’ is the lowest in this part at M = 3.85, the index of each question is in the range from.3.85 to 4.00. Therefore, we need to improve the design of the platform in the following days. 5. Conclusions and discussion The findings of this study provided evidence of the following conclusions and discussion of this study. Then, some research suggestions were also proposed.
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5.1. ‘‘Peer-responses’’ category is the most of the message After analyzing the online discussions of students, researchers found that the interactive processes focused on every topic. The peer-responses category of cognitive messages was the most messages (51%). And then the non-cognitive messages were at a high percentage (36%), too. The discussions among the group members seemed frequent, but most of them were conversational chats, because it was the online discussions of students and researchers found that students were the first time to use this way of learning. 5.2. The content of messages focus on general explanation and reaction The study pointed out that the percentage of high level thinking like organization, analysis, elaboration and brainstorming, solving the problem, and reflection was relatively low in the content of the dialogues. On the contrary, the main content of the dialogues was general explanation and reaction with questioning coming in second. The students either did not understand the main idea or were using the web-based platform for the first time and used it for chatting. Researchers also found that this way of studying through a PBL platform promoted reactions, aroused questions, and allowed the sharing of resources and knowledge in a group setting. Through the platform, students were able to see the prejudices that they had, opened their eyes to multiple view points, and hear contrasting opinions. Through communicating, arguing, and interpreting ideas they were able to develop a higher level of dialogue. This helped students reflect on and enhance their critical thinking. 5.3. The level results of all groups’ problem-solving are similar The results of the level of problem-solving of the six groups provided evidence that students mainly focus on problem (P1), recognizing and finding (P2), and constructing (P5) tasks during this PBL process. Students spent a lot of time defining the problem and then shared their resources/knowledge to finally construct their model together for the task. Tennyson and Breuer (2002) point out high-order thinking strategies involve three cognitive processes: differentiation, integration and construction of knowledge. And these cognitive processes are abilities that can be improved by effective instructional methods. Researchers found also the same result that the PBL activity design helped students enhance their abilities to self-direct themselves in learning and improved their ability to solve problems. If students can develop self-direction ability, it will help them have positive attitudes towards lifelong learning in the future. 5.4. The index of the ‘‘Interaction’’ satisfaction is the highest in PBL activity The results of the questionnaire investigation showed that there was a lower satisfaction level in the part of PBL. The students did not think highly of this PBL part. Researchers explained that the students were not familiar with e-learning. Besides, researchers inferred that when the students learned the PBL method for the first time, they needed time to adapt and learn how to solve it, too. They needed more time to adapt themselves to the new ways such as PBL and team-work. However, the result of PBL platform interaction is at a highest satisfaction level. Researchers inferred that the reason for this was due to the three TA assisting students’ in online discussion to solve the problem. Also, due to first time discus-
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sions online and the TA teaching, they thought highly of the reactions to online problems or opinions. In previous ways, there was no discussion on web-based platforms and no help from TA. Finally, the students thought that the function of the platform was acceptable. The whole questionnaire revealed that the index of satisfaction is medium. Further study should emphasize improvement in every area to raise the index of the students’ satisfaction. 5.5. Suggestions Using an online platform as an auxiliary tool for students’ learning provides another way for teachers to teach. In the environment of web-based professional growth, TA use the skills of scaffolding theory to guide the depth of critical thinking and the quality of the students’ reactions play the main role (Yang & Liu, 2004). Due to this study, TA do not have much experience or scaffolding support skills, so TA do not provide sufficient guidance to promote the dialogues at a higher level. Therefore, TA should take a training course and learn scaffolding theory in the hopes that TA would come to the students’ aid and encourage them to join the discussions through scaffolding theory. Also, TA will be better able to stimulate students desire to ask questions, solve problems, reflect, and engage in high quality discussions. Finally, web-based PBL platforms should provide multiple learning resources for students to command and access much more resources in order to solve problems and forward knowledge transfer. Acknowledgements The authors greatly appreciate the financial support provided by Taiwan’s National Science Council, the Republic of China under contract No. 94-2516-S-276-002 and also the kind assistance of Teacher Tsai, Computer Engineer Huang, Mr. Hou, See-Chien and all those who made this paper possible. Appendix 1 Descriptions of the categories of tasks in problem-solving activities, An activity can be that of a single pupil. of a pair, or of pupil(s) and their teacher. Examples of pupils’ typical behaviour in different categories are presented below:
Problem-solving task
Description of the category
Problem. . . Identifying
P1 P11
Formulating Specifying
P12 P13
Recognising and finding . . . Facts
P2 P21
Resources
P22
A problem of the whole project is identified or a problem during programming or model building is identified. The problem is formulated, shaped or defined. The problem is specified or restricted or an attempt is made to understand what the problem is.
Facts or ideas related to the problem are looked at in non- group resources (the pupils read the manual or handbook or ask other groups or the teacher for help). Building blocks, wires and sensors needed in the project are sought. (continued on next page)
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Appendix 1 (continued) Problem-solving task
Description of the category
Planning. . . Whole project
P3 P31
Programming
P32
Model building
P33
The whole project is planned, goals or visions for solving the problem are set. No non-group resources are used (cf. P21). How to modify a program or how to add a single command to the program structure is planned. How to modify a construction or how to add a block to the construction is planned.
Alternatives . . . Generating Evaluating
P4 P41 P42
An original and new idea is generated. The idea is evaluated.
Constructing Programming
P5 P51
Model building
P52
Evaluating Testing model Debugging
P6 P61 P62
An icon is selected or placed in the flow chart; a dialogue box is opened, a parameter is modified, a program is opened or saved or a set up of the program is prepared. A model is constructed or an idea is put to practice (a building block is selected, blocks are combined, a sensor is connected to the interface, a lamp or a motor is connected to the interface or the interface is connected to the computer). The model/construction is evaluated without executing the program. The system (program and model) is evaluated by executing the program with the aim to develop it further. While the program is executed, the pupils may watch the movement of the blue ball on the screen and/or took at how the model is behaving.
Adopted from Lavonen et al. (2002): Collaborative problem-solving in a control technology learning environment, a pilot study. References Albanese, M., & Mitchell, S. (1993). Problem-based learning: A review of literature on its outcomes and implementation issues. Academic Medicine, 68(1), 68–81. Bechtel, G. A., Davidhizar, R., & Bradshaw, M. J. (1999). Problem-based learning in a competency-based world. Nurse Education Today, 19(3), 182–187. Beers, P. J., Boshuizen, H. P. A., Kirschner, P. A., & Gijselaers, W. H. (2005). Computer support for knowledge construction in cooperative learning environments. Computers in Human Behavior, 21, 623–643. Biggs, J. B. (1999). The power of problem-based learning in an aligned teaching system. Research and Development in Problem-based Learning, 5, 14–24. Bodzin, A. M., & Park, H. C. (2000). Dialogue pattern of preservice science teachers: Using asynchronous on the world wide web. Journal of Computers in Mathematics and Science Teaching, 19(2), 163–188. Bu¨tu¨n, E. (2005). Teaching genetic algorithms in electrical engineering education: A problem-based learning approach. The International Journal of Electrical Engineering Education, 42(3), 223–233. Carey, L., & Whittaker, K. A. (2002). Experience of problem-based learning: Issues for community specialist practitioner students. Nurse Education Today, 22(8), 661–668. Carlisle, C., & Ibbotson, T. (2005). Introducing problem-based learning into research methods teaching: Student and facilitator evaluation. Nurse Education Today, 25, 527–541. Hmelo, C., & Lin, X. (2000). Becoming self-directed learners: Strategy development in problem-based learning. In D. Evensen & C. Hmelo (Eds.), Problem-based learning – A research perspective on learning interaction (pp. 227–250). Mahwah, NJ: Lawrence Erlbaum Associates. Klein, J. D., & Doran, M. S. (1999). Implementing individual and small group learning structures with a computer simulation. Educational Technology, Research and Development, 47(1), 97–110. Lavonen, J., Meisalo, V., & Lattu, M. (2002). Collaborative problem solving in a control technology learning environment, a pilot study. International Journal of Technology and Design Education, 12(2), 139–160.
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Liu, S. F., & Yang, S. C. (2003). The study of interactive behavior and attitudes in the web-based teacher’s professional development platform. Journal of Taiwan Normal University, 48(2), 169–190. Song, H.-D., Grabowski, B., Koszalka, T. A., & Harkness, W. L. (2006). Patterns of instructional-design factors prompting reflective thinking in middle-school and college level problem-based learning environments. Instructional Science, 34, 63–87. Sorensen, E. K. & Takle, E. S., (1998). Collaborative knowledge building in web-based learning: Assessing the quality of dialogue. Paper presented at the Annual Meeting of ED-MEDIA 1998– World Conference on Educational Multimedia, Hypermedia & Telecommunications. Finland: Tampere. Swan, K., Shea, P., Fredericksen, E., Pickett, A., Pelz, W., & Maher, G. (2000). Building knowledge building communities: Consistency, contact and communication in the virtual classroom. Journal of Educational Computing Research, 23(4), 389–413. Tennyson, R. D., & Breuer, K. (2002). Improving problem solving and creativity through use of complexdynamic simulations. Computer in Human Behavior, 18(6), 650–668. Van Merrie¨nboer, J. J. G., & Brand-Gruwel, S. (2005). The pedagogical use of information and communication technology in education: A Dutch perspective. Computer in Human Behavior, 21(3), 407–415. Yang, S. C., & Liu, S. F. (2004). Case study of online workshop for the professional development of teachers. Computers in Human Behavior, 20(6), 733–761.
Computers in Human Behavior Computers in Human Behavior 24 (2008) 940–955 www.elsevier.com/locate/comphumbeh
Interactive processes and learning attitudes in a web-based problem-based learning (PBL) platform Kuo-Hung Tseng
*,1,
Feng Kuang Chiang 2, Wen-Hua Hsu
3
Department of Business Administration, Meiho Institute of Technology, 23 Ping Kuang Rd., Neipu Hsiang, Pingtung county, Taiwan, ROC Available online 3 May 2007
Abstract This paper discusses the steps taken to set up a digital logic course problem through a problembased learning (PBL) constructivist approach. PBL is the learning which results from the process of working toward the understanding and resolution of a problem. The purpose of this study was to develop and implement problem-based learning in a digital logic course in a senior vocational industrial high school. Data collection included content analysis and a questionnaire survey. Content analysis was used to evaluate the students’ discussion messages, quality of dialogue, and the level of problem-solving activities. A survey was then administered to examine the students’ learning attitudes and perceptions toward this platform as a possible tool for PBL learning. Researchers found ‘‘Peer-responses’’ category is the most messages; the contents of messages focus on ‘‘General explanation’’ and ‘‘Reaction’’; the level results of all groups’ problem-solving are similar; the index of the ‘‘Interaction’’ satisfaction level is the highest in PBL activity. Finally, some research suggestions were also proposed. Ó 2007 Elsevier Ltd. All rights reserved. Keywords: Interactive processes; Learning attitudes; PBL; Collaborative learning; Senior vocational industrial high school students; Digital logic
*
1 2 3
Corresponding author. Tel.: +886 8 7799821x8515; fax: +886 8 7784172. E-mail address: [email protected] (K.H. Tseng). Chair Professor. Part-time Assistant. Full-time Assistant.
0747-5632/$ - see front matter Ó 2007 Elsevier Ltd. All rights reserved. doi:10.1016/j.chb.2007.02.023
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1. Introduction Problem-based learning (PBL) is a generally applied approach of learning in the areas of medical education, science curricula, and web-based learning projects during K1–K12 education. However, there were few relative studies which integrated problem-based learning with research methods and teaching in engineering education. PBL is only one kind of constructive approach to instructional methods. In the past, some studies found that constructivist approaches to instruction could help learners actively think about problems in more detail and then be able to use it in real life. PBL learning strategy provides learners with instructional mechanisms that cannot only increase higher-order thinking skills but also explore authentic and ill-structured problems. In addition, students take part in social interactions and receive coaching from peers and teachers; PBL is a useful and effective strategy (Albanese & Mitchell, 1993; Bu¨tu¨n, 2005; Carlisle & Ibbotson, 2005; Hmelo & Lin, 2000). One possible explanation for the attraction of PBL has been the claims of the added-value of the approach in enhancing specific key skills. As a result the student not only learns the topic and subject under study, but also gains a number of transferable and lifelong learning skills (Bechtel, Davidhizar, & Bradshaw, 1999). PBL is an approach that involves providing a task or project to a student group which is generally about 6–10 students. To appropriately solve a problem in a PBL environment, it is important that learners reflect on their understanding of an issue, acquire new knowledge to help in developing a solution, and think about how their new knowledge can be used to address the problem (Song, Grabowski, Koszalka, & Harkness, 2006). ICT may enable the collaboration between learners that are distributed in space or time or enable learners to work, in the classroom, in a simulation environment that allows them to study the efforts of different policies on the economical growth of a country (Van Merrie¨nboer & Brand-Gruwel, 2005). Web-based PBL learning strategy is utilized to encourage transferable skills, including problem-solving, team-work and forwarding knowledge transfer in the platform. The teacher should set up a rich web-based environment in order to improve experiences and learning activities for the learner. Opportunities for collaborative work, problem defining, problem-solving, real tasks and shared knowledge should all be incorporated because the individual learner is not the only source of knowledge and
Fig. 1. Adopted from Beers et al. (2005): From unshared knowledge to constructed knowledge.
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information. In addition, Carey and Whittaker (2002) also emphasized that it is essential to successful PBL activity that the learners possess the abilities to work as members of a team and to collaborate effectively with their peers. It is believed that the development of these skills during PBL learning can lead to those skills being transferred to different situations outside of the PBL group. Beers, Boshuizen, Kirschner, and Gijselaers (2005) cited that the transformation of unshared knowledge in one participant’s head into newly constructed knowledge of the team goes through three intermediate forms (i.e., external knowledge, shared knowledge, and common ground) via four processes: externalization, internalization, negotiation and integration (Fig. 1). A viewpoint that is supported by proponents of the community network model (Swan et al., 2000). It is however acknowledged that IT can play an important supporting role as a repository for the vast breadth and depth of information accumulated by the organization. The researchers believe that students may construct knowledge with each other through cooperative learning and promoting knowledge transformation from unshared knowledge to constructed knowledge. For these reasons, researchers assume that learning activities should be designed to force the learners to think about a problem critically and respond to the problem accordingly. 2. Problem statement In this study, the focus was placed on two PBL related topics which include how to promote student problem-solving and how to improve students’ learning attitudes with the platform. As a result, the purpose of this study was to understand the situation and the processes taken when senior industrial high school students participated in web-based PBL activities for the first time. First, researchers designed a problem situation with the PBL theory. During the student learning, three TA (Teaching Assistants) guided the learning community to promote the growth of digital logic knowledge. Afterwards, researchers analyzed the discussion messages, quality of dialogue, and learning attitudes. Finally, researchers provided the results as well as some suggestions for study in the future. 3. Methods The study gathered data through qualitative and quantitative research methods. The PBL platform provided the function for the students’ learning records. Researchers evaluated the students’ participation and discussion situations through the PBL platform. The qualitative data included the frequency and quality of dialogue, the level of PBL. The quantitative data focused on the questionnaire survey results for PBL activities in order to understand the satisfaction level of students who took part in the PBL platform. This section of the paper describes the study that has been undertaken in terms of the participants, settings and instructional design of PBL. The measurement instruments and data analyses employed were also mentioned. 3.1. Participants and settings This study involved 33 students in a senior vocational industrial high school in Taiwan. Students were organized into six heterogeneous groups. The digital logic course is a compulsory subject in electrical engineering department. Researchers designed a web-based PBL problem to explore students’ interactive processes and attitudes in this study.
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3.2. The instructional design of PBL Researchers attempted to apply the ADDIE cycle (analyze, design, develop, implement and evaluation) in an effective method. Biggs (1999) suggested that teaching processes associated with a deep approach to learning should include at least one of the following four principles within the design of PBL problem: (1) an appropriate motivational context; (2) a high degree of learner activity; (3) interaction with others, both peers and teachers; and (4) a well-structured knowledge based. For this reason, researchers designed the problem of PBL based on the above principles. The instructional design steps were as follows: (1) analysis of the instructional content and learners; (2) discussion and design of the PBL problem with a digital logic teacher; (3) confirmation of the PBL problem; (4) provision of the reward ploy; (5) assistance of Teaching Assistants (TA) to guide students online; (6) discussion and sharing of students’ individual opinions; (7) presentation of the results of the problem; (8) evaluation of the results of student learning. Students had to recall their prior knowledge base in order to solve the problem. Then the researchers explored how the students collaborated with each other and solved the problem. Researchers took the following problem, the Mission Impossible case, as the example. 3.3. The example of PBL: mission impossible It is assumed that you are an engineer in a Water-Electricity Company. One day, you receive an emergency telephone message from a customer. The emergency message is as follows: ‘‘I just received a phone call from terrorists. They revealed to me that they have rigged a large batch of powerful TNT explosives inside the water tower of your company. You must design a control system of high–low water levels based upon the following directions and specified water levels. Otherwise, the TNT explosives will be detonated and then your company will be leveled to the ground.’’ The directions are as follows: The first password: when the water flows past the first level, 5 must be shown on the LED display. The second password: when the water flows past the second level, 4 must be shown on the LED display. The third password: when the water flows past the third level, 1 must be shown on the LED display. The fourth password: when the water flows past the fourth level, 3 must be shown on the LED display. Some hints: At the beginning, the water tower is empty and the number of the LED Display must be demonstrated by 5. However, the number will not be switched to 4 until the water flows past the second level. The height of the water will increase and flow past the first, the second, the third, and then the fourth level step by step. As every level of the water tower is filled with water, the corresponding number must be shown on the LED display (see Fig. 2). 3.4. Measurement instrument The data analysis consisted of two parts. The first part corresponded to the interactive behavior within the student groups. In order to analyze the interactive processes
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Fig. 2. The water tower case of PBL.
during the students’ discussion of the PBL problem, researchers designed the categories of dialogue quality to evaluate the dialogue based on the related research results (Bodzin & Park, 2000; Klein & Doran, 1999; Liu & Yang, 2003; Sorensen & Takle, 1998). Table 1 describes the nine categories of dialogue quality: general explanation, organization, question, analysis, elaboration, reaction, brainstorming, solving the problem, and reflection. In order to analyze the level of PBL, researchers cited Lavonen, Meisalo, and Lattu’s (2002) descriptions of the categories of tasks in problem-solving activities (see Appendix 1). A survey was administered to examine the students’ learning attitudes and perceptions about the platform as a tool for PBL learning. The second part of the quantitative investigation related to individual students (n = 33). Once the students finished the PBL problem activities, they were asked to fill out the questionnaire. The questionnaire mainly explored the students’ level of learning satisfaction toward the PBL activities. The questionnaire consisted of the students’ attitudes towards PBL learning, interaction, and the platform (see Table 4). The questionnaire utilized a 5-point Likert scale ranging from the level of ‘‘nothing’’ to ‘‘the best.’’ Reliability analysis of the questionnaire is as follows: the total of the questionnaire’s Cronbach’s a is 0.94; the construct of PBL is 0.95; the construct of Interaction is 0.90, and the construct of Platform is 0.88. The above values of Cronbach’s a suggest the internal reliability to be quite acceptable. Statistical analysis was conducted using SPSS Software (Version 13.0). 4. Analyses and findings 4.1. Issue messages of students’ category The researcher counted the issue messages in the PBL platform (Table 2). The total number of messages is 981. 624 messages of those are assumed to be cognitive messages (64%). The last 357 are non-cognitive and either have nothing to do with the issue topics or repeat the statement of others (36%). In the discussion issues, we have 80 messages (13%) in cognitive form delivered by the learners, 495 messages (79%) in cognitive form which aroused replies, and 49 messages (8%) in cognitive messages which were delivered by the teaching assistants. From Table 2, it can be seen that the great amount of non-cognitive messages
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Table 1 Categories of dialogue quality No.
Categories
Illustration
A1
General explanation
To focus on general discussion, does not construct knowledge, has no ‘‘organization, question, analysis, reaction, solving the problem, and reflection’’ in the dialogue content
Examples Now we are unable to solve how the transistor connects with the circuit. We have to study as soon as possible
A2
Organization
To organize the opinions from books, websites or other members’ thinking
I read the electronic practical textbook several days ago and I found that the textbook indicates the relay of the liquid level control may solve how to switch 0–1 each other Based on what our teacher, Tasi have told us this problem is related to seven-segment LED encoders, decoders and multiplexers. . .and so on. So we can find some answers to solve the problem through digital logical textbooks
A3
Question
To provide some questions and clarify the problem
I have a question about the differences between encoder 7447 and 7448? Could I ask anybody whether it is necessary for the liquid level control to use the transistor? Does the transistor have to connect to a resistance too? (Or does the resistance not need to connect to a resistance?) How many Ohms of resistance needed? Is 220 X acceptable?
A4
Analysis
Students propose the relativity or contrast viewpoints
I think that we can use the transistor rather than the OPA adder. My impression is that the carbon rod can be replaced with the wire
A5
Elaboration
To focus on the complicated problem to provide elaboration and context
Encoder makes multiple lines (bits) to fewer lines (bits), Ex. 8 lines to 3 lines encoder, (8 = 23), line 1 activation would be encoded as ‘001’, line 3 encoded as ‘011’, line 6 encoded as ‘110’ The seven-segment displays are used to demonstrate the sole decimal base or the hexadecimal system numeral. The seven-segment displays are constituted by 7 LED. Each LED entrusts it with a different number The main difference in 7447 lines is in actuating ‘‘altogether the anode’’ of seven-segment displays and 7448 actuates ‘‘the common cathode’’ of sevensegment displays (continued on next page)
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Table 1 (continued) No.
Categories
Illustration
Examples
A6
Reaction
To reply to prior news or another response, or give feedback or praise others’ contributions
Mr. Wu, I think we can use the relay, but do you know how to deal with circuit-switched connections?
A7
Brainstorming
To introduce a new idea and try to solve the problem, or think about how to apply broader viewpoints and actions
I hope that everybody can redesign electric circuits and that you can use the decoding as well. I think we should discuss the question of how to connect decoders to the circuit. Then if the transistor is finally connected to decoders, I do not know what will happen with it?
A8
Solving the problem
To provide the answer or solution to the problem, and explain, test, verify, and revise any errors
Recently, I read a practice textbook on electronics and I found that the relay can solve 0 and 1 in the liquid level control system I have already completed the circuitry, but I think there may still be some problems. . .
A9
Reflection
To think through the content of the problem before teaching and reflecting on the dialogue of group members
I have made the similar topics this week, everybody should have had further understood (certainly I also was) the connection system of the circuitry. Oh! Oh! But things have actually become more chaotic because the LED displayer has no normal function! The circuitry looks like it has some mistakes. It seems to me that some electronic elements have not been connected to the circuitry very closely In a word, I think that there is no team unity in our group
Table 2 Frequency of participants taking part in the PBL platform Group
Category Cognitive messages
Non-cognitive messages
Total messages
Total messages
Discussion issues
Peerresponses
Assistantresponses
G1 G2 G3 G4 G5 G6
119 176 94 53 56 126
19 9 9 15 16 12
89 161 78 30 32 105
11 6 7 8 8 9
75 92 56 36 23 75
194 268 150 89 79 201
Total %
624 64
80 8
495 51
49 5
357 36
981 100
Group
Category General explanation
Group Group Group Group Group Group Total %
1 2 3 4 5 6
Total Organization
Question
Analysis
Elaboration
Reaction
Brainstorming
Solving the problem
Reflection
50 75 52 29 12 70
12 32 19 8 9 12
36 34 32 8 10 35
7 12 4 2 1 7
5 4 8 1 2 4
56 65 23 29 38 63
8 8 0 1 0 0
20 10 3 7 2 3
6 28 9 4 5 7
194 268 150 89 79 201
288 29
92 9
155 16
33 3
24 2
274 28
17 2
45 5
59 6
981 100
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Table 3 Quality of dialogue by category and frequency
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existed among the reactions. 8% of the total messages were indifferent to the group issue topic, and nearly a half of all the responses replied to other messages. Most of the learners were excited about the first time to use or discuss on a web-based PBL platform. Therefore, many unrelated or ‘‘nonsense’’chats were registered. Furthermore, the teacher did not forward the notices to the learners. This could be the reason for the high percentage (36%) of non-cognitive messages. 4.2. The results of quantifying the messages category The researcher analyzed the cognitive messages according to the categories of dialogue quality (Table 1) used in this study. ‘‘General explanation’’ (29%) registered the most while ‘‘Reaction’’ (28%), and ‘‘Question’’ (16%) came in second and third respectively. ‘‘Elaboration’’ and ‘‘Brainstorming’’ registered the least at only 2%. The researcher reasoned that it was the first time that the students had to do general statements and responses and lacked experience in higher level dialogues or studies. Also, Table 3 indicated that the dialogues among the groups were relatively identical in focusing on general explanation, reaction, and the question. Generally speaking, traditional Taiwanese students seldom raised questions in class. The web-based PBL platform promoted cooperation among the students, stimulated the questioning of doubts, and enhanced the identity of the group as one that was knowledge sharing. In addition, PBL also encouraged the group members to help each other and increased their ability to solve questions. The process of the students’ discussion with each other through a web-based platform helped them construct newly shared knowledge from individual unshared knowledge. Finally, the groups constructed new PBL solving knowledge as the Beers et al. (2005) research concluded as well. 4.3. The level results of six groups PBL solving The review of the purpose of this study preceded our data analysis. It was necessary to describe the students’ collaborative problem-solving processes in order to explore the level of problem-solving. Researchers quoted Lavonen et al. (2002) who all defined these categories of tasks in problem-solving activities (see Appendix 1). These include problem (P1), recognizing and finding (P2), planning (P3), alternatives (P4), constructing (P5), and evaluating (P6). The level results of all groups problem-solving are as follows in Figs. 3–8, respectively. Based on the above level results of all the groups’ problem-solving, researchers found that there are similarities in all the groups’ online discussion as follows. First, students needed to spend more time defining the problem and then confirming and discussing
Fig. 3. The level results of group 1 PBL solving.
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Fig. 4. The level results of group 2 PBL solving.
Fig. 5. The level results of group 3 PBL solving.
Fig. 6. The level results of group 4 PBL solving.
Fig. 7. The level results of group 5 PBL solving.
how to solve it. Second, all the students in the group spent more than one month gathering related resources and asking other groups or the teacher for help during the online discussion processes. Third, most groups spent little time planning alternatives to the problemsolving task. Researchers believe that most students do not know how to plan a project. Furthermore, another reason could also be that this was the student’s first time participat-
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Fig. 8. The level results of group 6 PBL solving.
ing in a PBL activity. Also, the teacher separated the groups heterogeneously. Certain students in the groups always brought original and new ideas while others did not contribute as energetically. Fourth, all the groups spent the most time self-constructing their circuitry model. Researchers observed that students could develop a self-directed learning ability through this task. Finally, the six groups of students usually spent little time evaluating their results. Group 4 did not test or evaluate their product but instead spent more time constructing their circuitry. The results of these six groups’ level of problem-solving provide evidence that students mainly focus on the stages of problem (P1), recognizing and finding (P2), and constructing (P5) tasks during the PBL process. 4.4. The result of students’ learning attitudes The researchers analyzed the questions by dividing them into three main parts: (1) PBL, (2) Interaction, and (3) Platform in the questionnaire. The results of each part were delivered in Table 4 and the findings are as follows. Thirty-two of 33 students completed and returned the surveys with Lickert 5-point scale questions designed to assess students’ learning attitudes and perceptions about the platform as a tool for PBL learning. 4.4.1. PBL The index of students’ acceptance is in the medium range (M = 3.74) from 3.48 to 3.85. Observing the details in each question, it is not difficult to know that the index of question 4 (After participating in the PBL method, my confidence and ability to solve a real digital logic problem has been enhanced) (M = 3.85) and question 8 (The PBL method has helped my ability to intensely think through the problem) (M = 3.82) is higher than average. Thus researchers reasoned that PBL enhances the confidence of students’ resolutions to digital logic problems, their learning ability, and their ability of deeper thinking. Also, the students did not think that the question 6 (The PBL method was realistic and reflected real practical situations) (M = 3.48) in PBL were realistic or reflected real practical situations. Therefore, in the future we have to design more realistic questions reflecting daily life situations. 4.4.2. Interaction The index of students’ satisfactions with reactions online is in a high range (M = 4.01). The questions in this part are above 3.91 which is supposedly the highest. The students enjoyed the PBL activities and the cooperation opportunities to solve problems. Through the web-based environment, students could realize other thoughts, methods, and resolu-
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Table 4 Survey results for PBL activities Questions
Satisfaction level Mean
PBL
Interaction
Platform
1. The PBL method has improved my understanding of the lectures. 2. The PBL method has helped my understanding of digital logic theory. 3. The PBL method has improved my understanding of the practical aspects of digital logic design. 4. After participating in the PBL method, my confidence and ability to solve a real digital logic problem has been enhanced. 5. The PBL method could promote learning motivation for the digital logic course. 6. The PBL method was realistic and reflected real practical situations. 7. The PBL method has helped my ability to search relative information. 8. The PBL method has helped my ability to intensely think through the problem. 9. The PBL method has helped my ability to solve the problem. 10. The PBL method has helped me to link knowledge and prior experience.
Standard deviation
3.64 3.79 3.76
.699 .696 .708
3.85
.712
3.79
.650
3.48 3.79 3.82
.712 .650 .683
3.70 3.73
.728 .761
4.03
.770
4.06
.788
11. The PBL method has helped my ability to solve the problem as part of a groups’ interaction. 12. I liked participating in the PBL activity and the cooperation used to solve the problem. 13. I believe that we had spirit of team-work as shown by the mutual cooperation in our groups. 14. I was pleased to share my opinions in order to solve the PBL problem. 15. I was pleased to obtain assistance from Teaching Assistants (TA).
4.00
.791
4.03 3.91
.728 .765
16. 17. 18. 19. 20.
3.91 3.85 4.00 3.91 4.00
.765 1.064 .750 .879 .829
The speed of the platform system is very good. The Human–Computer Interaction of platform is friendly. There is great interaction in the platform. I use the platform extensively. The platform can provide multi-learning styles.
tions while strengthening their own abilities. And then the index of ‘‘I was pleased to obtain assistance from the Teaching Assistant’’ (M = 3.91) is a little lower for the teaching assistants who did not take the training web-course. Thus, researchers should offer the TA necessary training on web-course to assist students’ discussions. 4.4.3. Platform The students thought that the web-based platform offered a high speed reaction mechanism and multiple learning methods. According to the students, it was quite convenient to use it. The index of the platform is in the medium high range (M = 3.93). Though the index of ‘‘Human–Computer interaction of platform is friendly’’ is the lowest in this part at M = 3.85, the index of each question is in the range from.3.85 to 4.00. Therefore, we need to improve the design of the platform in the following days. 5. Conclusions and discussion The findings of this study provided evidence of the following conclusions and discussion of this study. Then, some research suggestions were also proposed.
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5.1. ‘‘Peer-responses’’ category is the most of the message After analyzing the online discussions of students, researchers found that the interactive processes focused on every topic. The peer-responses category of cognitive messages was the most messages (51%). And then the non-cognitive messages were at a high percentage (36%), too. The discussions among the group members seemed frequent, but most of them were conversational chats, because it was the online discussions of students and researchers found that students were the first time to use this way of learning. 5.2. The content of messages focus on general explanation and reaction The study pointed out that the percentage of high level thinking like organization, analysis, elaboration and brainstorming, solving the problem, and reflection was relatively low in the content of the dialogues. On the contrary, the main content of the dialogues was general explanation and reaction with questioning coming in second. The students either did not understand the main idea or were using the web-based platform for the first time and used it for chatting. Researchers also found that this way of studying through a PBL platform promoted reactions, aroused questions, and allowed the sharing of resources and knowledge in a group setting. Through the platform, students were able to see the prejudices that they had, opened their eyes to multiple view points, and hear contrasting opinions. Through communicating, arguing, and interpreting ideas they were able to develop a higher level of dialogue. This helped students reflect on and enhance their critical thinking. 5.3. The level results of all groups’ problem-solving are similar The results of the level of problem-solving of the six groups provided evidence that students mainly focus on problem (P1), recognizing and finding (P2), and constructing (P5) tasks during this PBL process. Students spent a lot of time defining the problem and then shared their resources/knowledge to finally construct their model together for the task. Tennyson and Breuer (2002) point out high-order thinking strategies involve three cognitive processes: differentiation, integration and construction of knowledge. And these cognitive processes are abilities that can be improved by effective instructional methods. Researchers found also the same result that the PBL activity design helped students enhance their abilities to self-direct themselves in learning and improved their ability to solve problems. If students can develop self-direction ability, it will help them have positive attitudes towards lifelong learning in the future. 5.4. The index of the ‘‘Interaction’’ satisfaction is the highest in PBL activity The results of the questionnaire investigation showed that there was a lower satisfaction level in the part of PBL. The students did not think highly of this PBL part. Researchers explained that the students were not familiar with e-learning. Besides, researchers inferred that when the students learned the PBL method for the first time, they needed time to adapt and learn how to solve it, too. They needed more time to adapt themselves to the new ways such as PBL and team-work. However, the result of PBL platform interaction is at a highest satisfaction level. Researchers inferred that the reason for this was due to the three TA assisting students’ in online discussion to solve the problem. Also, due to first time discus-
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sions online and the TA teaching, they thought highly of the reactions to online problems or opinions. In previous ways, there was no discussion on web-based platforms and no help from TA. Finally, the students thought that the function of the platform was acceptable. The whole questionnaire revealed that the index of satisfaction is medium. Further study should emphasize improvement in every area to raise the index of the students’ satisfaction. 5.5. Suggestions Using an online platform as an auxiliary tool for students’ learning provides another way for teachers to teach. In the environment of web-based professional growth, TA use the skills of scaffolding theory to guide the depth of critical thinking and the quality of the students’ reactions play the main role (Yang & Liu, 2004). Due to this study, TA do not have much experience or scaffolding support skills, so TA do not provide sufficient guidance to promote the dialogues at a higher level. Therefore, TA should take a training course and learn scaffolding theory in the hopes that TA would come to the students’ aid and encourage them to join the discussions through scaffolding theory. Also, TA will be better able to stimulate students desire to ask questions, solve problems, reflect, and engage in high quality discussions. Finally, web-based PBL platforms should provide multiple learning resources for students to command and access much more resources in order to solve problems and forward knowledge transfer. Acknowledgements The authors greatly appreciate the financial support provided by Taiwan’s National Science Council, the Republic of China under contract No. 94-2516-S-276-002 and also the kind assistance of Teacher Tsai, Computer Engineer Huang, Mr. Hou, See-Chien and all those who made this paper possible. Appendix 1 Descriptions of the categories of tasks in problem-solving activities, An activity can be that of a single pupil. of a pair, or of pupil(s) and their teacher. Examples of pupils’ typical behaviour in different categories are presented below:
Problem-solving task
Description of the category
Problem. . . Identifying
P1 P11
Formulating Specifying
P12 P13
Recognising and finding . . . Facts
P2 P21
Resources
P22
A problem of the whole project is identified or a problem during programming or model building is identified. The problem is formulated, shaped or defined. The problem is specified or restricted or an attempt is made to understand what the problem is.
Facts or ideas related to the problem are looked at in non- group resources (the pupils read the manual or handbook or ask other groups or the teacher for help). Building blocks, wires and sensors needed in the project are sought. (continued on next page)
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Appendix 1 (continued) Problem-solving task
Description of the category
Planning. . . Whole project
P3 P31
Programming
P32
Model building
P33
The whole project is planned, goals or visions for solving the problem are set. No non-group resources are used (cf. P21). How to modify a program or how to add a single command to the program structure is planned. How to modify a construction or how to add a block to the construction is planned.
Alternatives . . . Generating Evaluating
P4 P41 P42
An original and new idea is generated. The idea is evaluated.
Constructing Programming
P5 P51
Model building
P52
Evaluating Testing model Debugging
P6 P61 P62
An icon is selected or placed in the flow chart; a dialogue box is opened, a parameter is modified, a program is opened or saved or a set up of the program is prepared. A model is constructed or an idea is put to practice (a building block is selected, blocks are combined, a sensor is connected to the interface, a lamp or a motor is connected to the interface or the interface is connected to the computer). The model/construction is evaluated without executing the program. The system (program and model) is evaluated by executing the program with the aim to develop it further. While the program is executed, the pupils may watch the movement of the blue ball on the screen and/or took at how the model is behaving.
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