Effects of Remote Problem-Based Learning Approach to Help Improve Students' Critical Thinking and Problem-Solving Skills
The COVID-19 pandemic spread worldwide and forced the higher learning institutions to shut or limit the person in contact to control the spread of diseases. Under this circumstance, remote learning that emphasised learning via online setting was embraced in higher education to replace the physical c...
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| Main Authors: | , |
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| Format: | Monograph |
| Language: | English |
| Published: |
UUM
2021
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| Subjects: | |
| Online Access: | https://repo.uum.edu.my/id/eprint/29638/1/14512.pdf https://repo.uum.edu.my/id/eprint/29638/ |
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| Summary: | The COVID-19 pandemic spread worldwide and forced the higher learning institutions to shut or limit the person in contact to control the spread of diseases. Under this circumstance, remote learning that emphasised learning via online setting was embraced in higher education to replace the physical classroom during the pandemic time. This study designed a single Problem-Based Learning (PBL) module in remote learning environments to examine the students' experience in PBL and the extent to which the remote PBL module helps students improve their critical thinking and problem-solving skills. The remote PBL module conducted using reflection method to assess the students' experience in PBL. On the other hand, a set of survey questionnaires was distributed to 34 undergraduate students to gather the responses to assess critical thinking and problem-solving skills. This study employed quantitative and qualitative analysis to investigate the impact of remote PBL on students’ critical thinking skills, problem-solving skills and explored the students’ experience in remote PBL. The study used a paired sample t-test to examine the difference between pre-and post- remote PBL class. Results indicated a significant improvement in students’ critical thinking and problem-solving skills after remote PBL class. On the other hand, thematic analysis of students’ feedback on remote PBL class indicated that students gradually improved their critical thinking and problem-solving skills. Although students implied positive feedback on the class, some of them were facing difficulties in understanding the module or physical disruptions that distracted their learning. The findings gave insights for the lecturers to design a suitable learning course during the pandemic time. Moreover, the findings highlighted challenges that gave the lecturers insights to look at the students’ feedback from time to time to improve their learning mechanisms and create a better learning environment. |
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