ASSESSMENT OF PBL DESIGN APPROACH IN A DIETETIC WEB-BASED INSTRUCTION

1. ASSESSMENT OF PBL DESIGN APPROACH IN ADIETETIC WEB-BASED INSTRUCTION LIH-JUAN CHANLIN,KUNG-CHI CHAN (2004). Assessment of PBL design approach in a dietetic web-based instruction. Journal of Educational Computing Research, 31(4), 437-452. 指導教授：陳明溥 學生：許梅君 報告日期：2005/12/31

2. Abstract • This article reports the use of PBL in Web-based instruction and describes how this approach differs from traditional Web-based learning. • Due to the use of problem scenarios in PBL treatment, students tended to go through a deeper process in analyzing, choosing, and determining the topic of interest. • In students’ final projects and discussions, more description of different dimensions of related issues was discussed among the PBL groups.

3. 文獻探討 • Several studies have provided evidence to suggest that learning in a PBL format can lead to long-term retention of knowledge, enhance the integration of knowledge, and result in an increase intrinsic interest in the subject (Eaton, Gangluff, & Deere, 2004). • In a PBL learning context, students develop critical thinking abilities by constantly relating what they learn to what they want to do with the information. Students are also encouraged to constantly discover and try new ways of learning (Ngeow & Kong, 2001). • PBL is offered as an example of a problem-focused and student-centered pedagogical approach that provides an innovative educational experience for students (Rosenbaum, 2001).

4. Method • 參與對象： Subjects participating in the Web-based learning were 108 junior students (36 males and 72 females) whose major was in Food and Nutrition at Providence University. • 實驗時間：during the academic year 2002 • 課程內容：Drug and Nutrient Interaction

5. Method • 課程要求： • (1)To meet the course requirement in the Web-based learning, students needed to sign up with a group of five to six persons as a team • (2) Each team had its own forum, and was assigned an online facilitator. • (3) In the course, part of the instruction was conducted face-to-face in the classroom (before mid-term) and part was provided as self-learning materials on the Web. • (4) Students were required to study Web-based instruction independently and interact with other group members through online discussion. • (5) During the process of learning, each team needed to decide a topic related to the content area for a research project and submit a paper to report their findings.

6. Insruction and Treatments The learning system was structured into the following components: • 1) topics for the final project; • 2) learning content; • 3) resources and databases; • 4) related Websites; • 5) group discussion forums; • 6) administration (accessed only by the instructor). • To study the effect of using the PBL approach, the Web-based instruction was designed with two versions: Control and PBL treatments. The only difference between these two designs was the presentation of “topics for the final project.”

7. Insruction and Treatments • Control Treatment In the control treatment, the Website employed a traditional Web-based design, covering aforementioned components. • Experimental Treatment The experimental treatment contained the same instructional components and learning content as the control. The only difference was the use of problem sets in the “topics for the final project.”

8. Insruction and Treatments • One hundred and eight students in the class were randomly assigned to control and PBL Web-based instructional treatments on a team-basis. • Students needed to key in their own identification number for follow-up learning activities. The system then assigned each student to his/her own treatment automatically. • The Web-based activities involved learning instructional contents, discussing issues related to each problem, selecting an interest area for the final project, searching related information from the Internet, and synthesizing a report to share with others. • each group owned an online discussion forum where its members could reflect on the problem sets, identify and discuss the resources they found, and share the responsibility to accomplish a project. • All of the online discussion was gathered for qualitative analysis.

9. Results • Research Instruments(1)Students’ Final Projects (2)Web-Based Learning Evluation Questionnaire (3)Qualitative Data • In the study, data obtained from various resources was gathered throughout the learning process, including the final project, to assess students learning outcomes, descriptive verbal reactions from the online discussion, evaluation questionnaires, and reflections from the instructor and facilitators. • Outcomes of Learning Students’ learning outcomes were assessed through their performance in the final project.

10. Process of Learning

11. Online Discussion • Web-Based Evaluation Questionnaires

12. Discussion & Conclusion • Our findings confirm both learning and affective aspects of using the PBL approach. Receiving a case or real-life problem, students in the PBL environment were provided with more opportunity to think, to explore, and to develop needed skills in analyzing problems and identifying various learning resources. • Since students valued the skills they needed in order to accomplish the Web-learning tasks more highly, they might be more involved in problem solving and learning and transferring to other related learning areas. • students learned how to integrate resources of scientific and clinical information to extend their knowledge. • From the learning experience, students learned not only decision-making skills, but also how to communicate their findings with other health care professionals.