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Creating meaningful learning experiences with active, fun, and technology elements in the problem-based learning approach and its implications

Purpose – Previous studies have documented the positive effect of problem-based learning (PBL) on learners, especially in the medical discipline. However, such effect on learners in a specific course of Systems Analysis and Design (SAD) and how the PBL implementation in this course could contribute...

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Main Authors: Hsbollah, Hafizah Mohamad, Hassan, Haslinda
Format: Article
Language:English
Published: Universiti Utara Malaysia Press 2022
Subjects:
L Education (General)
Online Access:https://repo.uum.edu.my/id/eprint/28889/1/MJLI%2019%2001%202022%20147-181.pdf
https://repo.uum.edu.my/id/eprint/28889/
https://doi.org/10.32890/mjli2022.19.1.6
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spelling my.uum.repo.288892023-02-08T01:07:05Z https://repo.uum.edu.my/id/eprint/28889/ Creating meaningful learning experiences with active, fun, and technology elements in the problem-based learning approach and its implications Hsbollah, Hafizah Mohamad Hassan, Haslinda L Education (General) Purpose – Previous studies have documented the positive effect of problem-based learning (PBL) on learners, especially in the medical discipline. However, such effect on learners in a specific course of Systems Analysis and Design (SAD) and how the PBL implementation in this course could contribute to meaningful learning are still under-researched. Therefore, this study aims to investigate how a PBL approach could be used in creating meaningful learning among the students of SAD and its effect on their skills. The focus is on how meaningful learning could be achieved through the integration of active learning with fun activities along with the use of technology (Active Fun Technology (AFT) elements) to nurture the students’ knowledge and enhance their soft skills. Methodology – The qualitative approach was adopted as a means to understand how PBL integrated with AFT elements could create meaningful learning experiences and its impacts on skills development. 108 self-reflections were received from the students. A thematic analysis was used to analyse data from the students’ self-reflection. Findings – Meaningful learning criteria and AFT elements were embedded during the process to create meaningful learning experiences. The finding of this study highlighted that PBL activities with the integration of AFT elements could be used to create meaningful learning. The study showed that the PBL implementation successfully created a meaningful learning experience and developed related skills during the learning process. In this regard, two major themes emerged from the thematic analysis, namely soft skills (social skills [with subthemes of friendship and sharing, accept others’ ideas], teamwork, communication, critical thinking, and problem-solving), and technical skills. Significance – The significance of the study was its suggestion of integrating AFT elements during the design and implementation of PBL activities. This is particularly important for educators who teach highly theoretical subjects and use PBL as their teaching approach and strategy to ensure engagement in stimulating students’ interests to learn the subject. Universiti Utara Malaysia Press 2022 Article PeerReviewed application/pdf en cc4_by https://repo.uum.edu.my/id/eprint/28889/1/MJLI%2019%2001%202022%20147-181.pdf Hsbollah, Hafizah Mohamad and Hassan, Haslinda (2022) Creating meaningful learning experiences with active, fun, and technology elements in the problem-based learning approach and its implications. Malaysian Journal of Learning and Instruction (MJLI), 19 (1). pp. 147-181. ISSN 1675-8110 https://doi.org/10.32890/mjli2022.19.1.6
institution Universiti Utara Malaysia
building UUM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Utara Malaysia
content_source UUM Institutional Repository
url_provider http://repo.uum.edu.my/
language English
topic L Education (General)
spellingShingle L Education (General)
Hsbollah, Hafizah Mohamad
Hassan, Haslinda
Creating meaningful learning experiences with active, fun, and technology elements in the problem-based learning approach and its implications
description Purpose – Previous studies have documented the positive effect of problem-based learning (PBL) on learners, especially in the medical discipline. However, such effect on learners in a specific course of Systems Analysis and Design (SAD) and how the PBL implementation in this course could contribute to meaningful learning are still under-researched. Therefore, this study aims to investigate how a PBL approach could be used in creating meaningful learning among the students of SAD and its effect on their skills. The focus is on how meaningful learning could be achieved through the integration of active learning with fun activities along with the use of technology (Active Fun Technology (AFT) elements) to nurture the students’ knowledge and enhance their soft skills. Methodology – The qualitative approach was adopted as a means to understand how PBL integrated with AFT elements could create meaningful learning experiences and its impacts on skills development. 108 self-reflections were received from the students. A thematic analysis was used to analyse data from the students’ self-reflection. Findings – Meaningful learning criteria and AFT elements were embedded during the process to create meaningful learning experiences. The finding of this study highlighted that PBL activities with the integration of AFT elements could be used to create meaningful learning. The study showed that the PBL implementation successfully created a meaningful learning experience and developed related skills during the learning process. In this regard, two major themes emerged from the thematic analysis, namely soft skills (social skills [with subthemes of friendship and sharing, accept others’ ideas], teamwork, communication, critical thinking, and problem-solving), and technical skills. Significance – The significance of the study was its suggestion of integrating AFT elements during the design and implementation of PBL activities. This is particularly important for educators who teach highly theoretical subjects and use PBL as their teaching approach and strategy to ensure engagement in stimulating students’ interests to learn the subject.
format Article
author Hsbollah, Hafizah Mohamad
Hassan, Haslinda
author_facet Hsbollah, Hafizah Mohamad
Hassan, Haslinda
author_sort Hsbollah, Hafizah Mohamad
title Creating meaningful learning experiences with active, fun, and technology elements in the problem-based learning approach and its implications
title_short Creating meaningful learning experiences with active, fun, and technology elements in the problem-based learning approach and its implications
title_full Creating meaningful learning experiences with active, fun, and technology elements in the problem-based learning approach and its implications
title_fullStr Creating meaningful learning experiences with active, fun, and technology elements in the problem-based learning approach and its implications
title_full_unstemmed Creating meaningful learning experiences with active, fun, and technology elements in the problem-based learning approach and its implications
title_sort creating meaningful learning experiences with active, fun, and technology elements in the problem-based learning approach and its implications
publisher Universiti Utara Malaysia Press
publishDate 2022
url https://repo.uum.edu.my/id/eprint/28889/1/MJLI%2019%2001%202022%20147-181.pdf
https://repo.uum.edu.my/id/eprint/28889/
https://doi.org/10.32890/mjli2022.19.1.6
_version_ 1758580951394287616
score 13.211869

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