Thesis (M.S.)--Oregon State University, 2007. / Printout. Includes bibliographical references (leaves 39-44). Also available on the World Wide Web.

This paper is the second of two parts exploring a study that was undertaken to investigate the role of the tutor in facilitating problem-based learning (PBL). The first part focussed on the methodological underpinnings of the study. This paper aims to focus on the findings of the study and their implications for the facilitation of PBL. Six essential themes emerged from the findings that described the facilitation role. The tutors believed that their facilitation role was essentially structured around the decision of when to intervene and how to intervene in the PBL process. Modelling and non-verbal communication were seen as essential strategies for the facilitator. Underpinning these decisions was the need to trust in the philosophy of PBL. However, within many of the themes, there was a divergence of opinion as to how the role should actually be undertaken. Despite this, these findings have implications for the future role of PBL facilitators in Health Professional Education.

Thesis, PlanA (M.S.)--University of Wisconsin--Stout, 1998. / Includes bibliographical references.

Thesis (Ph. D.)--Lewis & Clark College, 2009. / Includes bibliographical references (leaves 176-183).

MSc Nursing, Faculty of Health Sciences, University of the Witwatersrand, 2009 / PURPOSE: The purpose of this two-phased study was to determine the performance of undergraduate nursing students in problem-based learning (PBL) tutorials using a validated evaluation instrument. RELEVANCE: to determine the effectiveness of the PBL learning approach relative to the South African student. Phase 1 led to the validation of an instrument and Phase 2 evaluated the performance of nursing students in PBL tutorials using the validated instrument. PARTICIPANTS: Phase 1 participants included academic experts (n=8) selected by means of purposive, maximum variation sampling. Phase 2 participants included the total population of undergraduate nursing students (n=53) and facilitators (n=6). METHODS: A quantitative research approach was used to inform the overarching design that was descriptive and comparative in Phase 2 of the study. Phase 1 employed statistical techniques for instrument validation and refinement. Phase 1 data were collected in three round of a Delphi survey. After completion of the first two rounds a rating instrument with a 4-point (0-3) rating scale was developed referred to as the Tutorial Performance Rating Instrument. During the third and final round of the Delphi survey ‘weighting’ of each main-item, sub-items and the rating scale took place, incorporating the Subjective Judgement Model using pair-wise comparisons on linear visual analogue scales. ANALYSIS: Relative weights were determined and following statistical analysis ratio scales were developed creating a unique ‘weight’ to each item and the rating scale. This ‘weight’ was represented in a percentage allowing each main-item construct and each sub-item to be placed in a hierarchy from highest to lowest percentage. Calculation on a student assessment would become time consuming and subject to error if done manually. A computer-based program referred to as the Tutorial Performance Evaluator was developed to carry out all the calculations of the percentages allocated to the items and rating scale. A replica of the Tutorial Performance Rating Instrument was built into the programme. In Phase 2 of the study a self-assessment and facilitator-assessment on each student’s tutorial performance first-to fourth-year was carried out using the Tutorial Performance Rating Instrument. Following a one on one meeting between the student and the facilitator consensus agreement was reached on an acceptable rating against each item on the evaluation instrument. The latter was entered into the computer and a percentage for each main-item construct and a total percentage was calculated efficiently and accurately in 20 seconds. RESULTS: The results showed that first-year students struggled in all aspects of the PBL tutorial. Furthermore they did not possess the skills required for self-assessment. A small group of the second-year students struggled in the tutorials but were better able to carry out a self-assessment. The third-year students showed a slight drop in score when compared with the second-year students and this could be attributed to the new subjects introduced in the third-year of study. There was a substantial improvement in the results achieved by the fourth-year students in all the aspects of the PBL tutorial and showed a good correlation in carrying out a self-assessment when compared with the facilitator assessment. iv RECOMMENDATIONS: This was a cross-sectional study and a longitudinal study should be carried out in future research to assess the individual’s progress from first-to fourth-year in the PBL approach to learning. Greater academic support should be given to first-year students or alternatively the ‘at risk’ students should be given a foundation course to assist them with communication skills and learning skills.

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This mixed methods dissertation explores the impact of metacognitive support (reflective journal entries and a think-aloud exercise) in a PBL (problem-based learning) unit. While students are developing a solution for a PBL unit they may become occupied solely in solving the problem or task and not take time to fully consider what and how they have learned. This study examined how a metacognitive reflective component in a problem-based learning curriculum aids the learning process. The problem explored in this dissertation is that though problem-based learning may engage students, it is not known to what extent reflection adds to learners? development and application of critical thinking skills such as problem solving. The participant observer taught a problem-based learning unit concurrently with a poetry unit in three secondary senior-level English/language arts classrooms over a six weeks period. Four data sources were analyzed quantitatively: a pre-test and post-test on poetry terms, students? essay scores, and a survey. To determine differences between groups ANCOVA (Analysis of Covariance) was used to analyze the results of the poetry terms pre-test and post-test of the two experimental groups and the control group. MANCOVA (Multivariate Analysis of Covariance) was used to compare the results of the two experimental groups and the control group on the criteria of the essay. MANCOVA was also conducted to compare survey results between the experimental groups and the control group. The ANCOVA and MANCOVA tests used SPSS software. Additionally, qualitative analysis used a constant comparison method to analyze students? journal entries and a think-aloud exercise to provide insights concerning the research questions. The overall findings of this study fail to lend support for the intervention that was examined. The quantitative analysis results were not statistically significant between the two experimental groups and the control group. While the qualitative data sources provided some insights regarding how students learn, the data did not indicate that this type of metacognitive support greatly impacted student learning over the course of this study.

The purpose of the present study was to examine the effects of participation in a Problem-based learning (PBL) teacher education program at the University of British Columbia. The PBL teacher education program included changes to the program of studies and changes to the practica experiences. First, this study examined changes in the PBL teacher education students' feelings of teacher efficacy, feelings of teacher preparedness, and learning styles arid strategies. The PBL students, showed significant increases in their feelings of personal teaching efficacy and feelings of teacher preparedness. In order to better understand the changes over time in the PBL teacher education students the present study also compared the opinions and attitudes towards inclusion of students with special needs, feelings of satisfaction with their programs, feelings of preparedness, and ratings of self-directed learning using both Likert-scale and short answer responses of the. same PBL students to 40 non-PBL teacher education students. The results indicated that proportionally more PBL than non-PBL teacher education students had increased concerns about inclusion of children with special needs. As well, proportionally more PBL than non-PBL teacher education students felt the time that they had spent in the classroom had the greatest influence on changes in their opinions. The results revealed that proportionally fewer PBL than non-PBL teacher education students felt well prepared. Participation in a PBL curriculum was not found to have an effect on students' feelings of satisfaction with their program or ratings of self-directed learning. To further examine the effects of a PBL curriculum in teacher education, the present study also examined the perceptions of university and school-based personnel who were involved with PBL. The results from this investigation revealed that the majority of the groups involved agreed that a PBL curriculum does have an effect on reasoning, interest, enthusiasm, and satisfaction of faculty and teacher education students. The majority of participant groups also were of the opinion that PBL and non-PBL curriculums provided equal knowledge of basic skills and principles, and professional preparation to the students. Implications of the findings are discussed.

Thesis (Ed. D.)--Illinois State University, 2006. / Title from title page screen, viewed on February 4, 2008. Dissertation Committee: Dent M. Rhodes (chair), Barbara Nourie, Kenneth F. Jerich. Includes bibliographical references and abstract. Also available in print.

Thesis (Ed. D.)--Liberty University School of Education, 2009. / Includes bibliographical references.