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

Thesis (M.A. in criminal justice)--Washington State University, May 2010. / Title from PDF title page (viewed on July 12, 2010). "Department of Criminal Justice." Includes bibliographical references.

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. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

A Research Report submitted to the Faculty of Health Sciences, University of the Witwatersrand, Johannesburg in partial fulfillment of the requirements for the degree of Master of Science in Nursing Johannesburg, 2013 / Problem-based learning is recognized as an appropriate teaching-learning strategy for the preparation and development of health professionals in South Africa. Four university nursing schools have adopted a problem-based learning (PBL) model for the design and implementation of their Bachelor of Nursing curricula. Problem-based learning is learning by facilitating the acquisition of knowledge and skills such as communication, team work, self-directed learning, problem-solving and critical thinking. Although competence is implied in students’ academic marks, it is not known how students feel about problem-based learning or whether they are satisfied with their PBL courses and how they view their own competence as a result of PBL. The purpose of the study was to determine the level of undergraduate nursing students’ satisfaction with their problem-based learning course as well as their reported competence in learning skills and processes as a result of problem-based learning. A quantitative, descriptive survey was used to collect data. The study population consisted of all nursing students enrolled in the second, third and fourth year of the Bachelor of Nursing degree in the 2010 academic year (N=42). Students who agreed to participate completed questionnaires per year of study and per PBL course. The final number of questionnaires that were analysed amounted to 92 (n=92). Data were analysed using STATA version 11. The results showed that overall, students were satisfied with the organizational aspects of their PBL course, facilitator expertise and quality of facilitation. They were less satisfied with facilitator attitude in the senior years of study. Students reported with certainty their competence in the learning processes and skills as a result of PBL; some senior students (16.3%) did not feel competent to access and use literature sources and to integrate information into and plan nursing care (17.3%). Students reported that PBL is useful, empowering, enlightening and felt that the structured use of core lectures and more practise opportunities would enhance their competence.

問題式學習模式，已採用在許多不同的學科，包括醫學，工程和其他實用的科學領域，尤其是一些注重實踐應用，而不是純粹知識技能的學科。然而，到目前為止，只有很少的實證研究是關于問題式學習模式在法律科的應用，法律科也是一個實踐性很強的學科，側重於學生應用法律的能，而是純粹法律知識的傳授。 / 此研究旨在探討問題式學習模式對學生在法律科學習成果的影響。學生的學習成果在這項研究中包括學生的學業成就，動機和自我調節學習策略。這項研究的研究問題是： / 1）問題式學習模式在學生學習法律時，與傳統的課堂講授方法相比，是否對學生的學業成就，動機和自我調節學習策略有任何影響？ / 2）如果上述問題的答案是肯定的，在什麼條件下，問題式學習模式會對學生的學業成就，動機和自我調節學習策略產生正面影響？ / 在這項研究中，學生被分為兩組，即問題式學習模式組（處理組）和傳統的課堂講授組（對照組）。課程結束後，學生的成績是由一份試卷衡量，而學生的學習動機和自我調節學習策略是由一份專為研究學生的學習動機和自我調節學習策略的問卷MSLQ衡量。試卷分為三節，包括20條選擇題，5條簡短的問題，和3個現實生活中的案例研究。採用方差分析(ANOVA)來對學生的考試成績和MSLQ結果分別進行了分析。 / 研究結果顯示，學生的學業成就，動機和自我調控學習策略，在考試和MSLQ結果上，處理組和對照組之間有一個顯著的差異。在考試中，這項研究發現學生在選擇題和簡短的問題上，處理組和對照組得分沒有顯著區別，而學生在個案研究上，兩組之間的分數有顯著的差異。有關的結果，跟廣泛支持問題式學習模式好處的研究，包括Savery & Duffy (1993)，Barr (1997)，和 Rouse (1990)，是一致的。 / 此外，這項研究還用質定性的方法，包括觀察和訪談，找出在什麼條件下問題式學習模式可以有效地影響學生的學習成果。結果發現，為使問題式學習模式有效，應該有良好的時機，成熟的學生，熱情的推動者和適當的學習環境。這項研究提出，如果有老師想採用問題式學習模式作為一種學習方法，他應該確保這些條件都滿足，以保證問題式學習模式的成功。 / Problem-based learning has been adopted in many disciplines, including medicine, engineering and other practical science areas which place more emphasis on applied skills as opposed to pure knowledge. However, so far, there is little, if any, empirical research conducted on the impacts of PBL in the field of law, which is also a very practical subject and focused on application skills rather than the dissemination of pure legal knowledge. / This study aimed to examine the impacts of PBL on student learning outcomes in the contextof law. Students’ learning outcomes in this study included students’ academic achievement,motivation and self-regulated learning strategies. The research questions of this study were: / 1) Does the use of PBL have any impact on students’ learning outcomes, including students’ academic achievement, motivation and self-regulated learning skills, in a law subject when compared to students enrolled in traditional lecturing method? / 2) Under what conditions, does PBL have these impacts on students’ academic achievement, motivation and self-regulated learning strategies? / In this study, students were divided into two groups, i.e. PBL group (treatment group) and traditional lecturing group (control group). After the course was completed, students’ academic achievement was measured by a final examination paper, while students’ motivation and self-regulated learning strategies were measure by the Motivated Strategies for Learning Questionnaire (MSLQ). The final examination paper was divided into three sessions, including 20 MC, 5 short questions, and 3 real life case studies. ANOVA was used to analyze students’ scores in the final examination and the MSLQ. Students’ scores on each session of the final examination were analyzed individually, while the motivational subscale and self-regulated learning strategies subscale of the MSLQ were analyzed separately. / The findings showed that there was a significant difference in students’ academic achievement, motivation and self-regulated learning strategies between the two groups in both the final examination and the MSLQ scores. In the final examination, it was found that there was no significant difference between students’ MC scores and short question scores of the treatment group and the control group, while there was significant difference between students’ case study scores between the two groups. In relation to the MSLQ results, it was found that there was significant difference between both students’ motivational subscale scores and self-regulated learning strategies score of the two groups. The significant difference in the ANOVA score of the PBL group was found to be consistent with the research of Savery & Duffy (1993), Barr (1997), and Rouse (1990), who indicated widespread support for the knowledge and stimulus benefits of PBL. / Besides, the researcher also used qualitative methods, including observation and interview, to find out, under what condition, PBL may have an impact on students’ learning outcomes. It was found that in order to make PBL effective, there should be good timing, mature students, passionate facilitator and appropriate learning environment. It was suggested that, if any teacher would like to adopt PBL as a learning approach, he should make sure that these conditions are met in order to ensure the success of PBL. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Chan, Sui Ki. / Thesis (Ed.D.) Chinese University of Hong Kong, 2014. / Includes bibliographical references (leaves 320-346). / Abstracts also in Chinese.

<p>This study aims to connect problem-based learning with the problematic aspects during English lessons in school. In this way, suggestions for solutions to these problems could be generated. The study took place at an upper secondary school located in the middle regions of Sweden. In this school six unstructured observations were done during the English lessons in order to locate the problematic aspects. The students who participated in this study were in the ages of sixteen to eighteen years old. The theoretical framework was based on literature on problem-based learning and learning in general. The essential features of problem-based learning have been summarized and connected with the problematic aspects and classroom activities from the observations. In this way, it has been possible to come up with suggestions for solutions to some problems, such as unwillingness to speak and lack of motivation among students. The conclusions in this essay are that the problematic aspects dealt with features, such as unwillingness to speak as well as that the students did not understand the learning materials and that the teacher was not supportive. The solutions for these problems dealt mostly with triggering motivation by presenting problem-solving tasks, working with interaction and metacognition and planning the tasks in accordance with the students’ zone of proximal development. Furthermore, the teacher should work as a guide in the classroom to help the students along the way. The students should also receive positive and constructive feedback from the teacher, which will improve the learning among the students.</p>

This study aims to connect problem-based learning with the problematic aspects during English lessons in school. In this way, suggestions for solutions to these problems could be generated. The study took place at an upper secondary school located in the middle regions of Sweden. In this school six unstructured observations were done during the English lessons in order to locate the problematic aspects. The students who participated in this study were in the ages of sixteen to eighteen years old. The theoretical framework was based on literature on problem-based learning and learning in general. The essential features of problem-based learning have been summarized and connected with the problematic aspects and classroom activities from the observations. In this way, it has been possible to come up with suggestions for solutions to some problems, such as unwillingness to speak and lack of motivation among students. The conclusions in this essay are that the problematic aspects dealt with features, such as unwillingness to speak as well as that the students did not understand the learning materials and that the teacher was not supportive. The solutions for these problems dealt mostly with triggering motivation by presenting problem-solving tasks, working with interaction and metacognition and planning the tasks in accordance with the students’ zone of proximal development. Furthermore, the teacher should work as a guide in the classroom to help the students along the way. The students should also receive positive and constructive feedback from the teacher, which will improve the learning among the students.

Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 177-183). Available also in a digital version from Dissertation Abstracts.

Thesis (Ph. D.)--University of Texas at Austin, 2003. / Vita. Includes bibliographical references. Available also from UMI Company.

Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 189-195). Available also in a digital version from Dissertation Abstracts.