A quantitative approach to problem-based learning basedon a questionnaire: a model for student learning outcomes (a kingston case study)

• Siva PR Muppala ^[1] ; Chandramohan Balasubramanyam ^[2]
  1. [1] Kingston University

     Kingston University

     Kingston upon Thames, Reino Unido

     
  2. [2] University of London

     University of London

     Reino Unido

     
• Localización: Ikaskuntza-irakaskuntza akademikoaren eremu berriak arakatzen / Universidad del País Vasco - Euskal Herriko Unibertsitatea (aut.), 2019, ISBN 978-84-1319-033-4, págs. 693-699
• Idioma: inglés
• Enlaces
  • Texto Completo Libro (pdf)
• Resumen

  • As interdisciplinary programmes at various universities are attracting students with a widespectrum of abilities and interests from different backgrounds, the focus of teaching in Engineeringsubjects is shifting from subject(s) per se to problem-based learning.Although this method of teaching and learning has been proved to be effective, it is worthunderstanding quantitatively its general implications on various disciplines.A simple mathematical model is proposed to quantitatively predict the knowledge gains of astudent who is involved in collaborative learning. Using this model one could estimate analytically thelevels of learning achievements by students in small groups (maximum group size: 4).This predictive model is a complex function of the following parameters: previous knowledgeof the learner, a measure of the environment conducive to learning, and the level and amount ofinformation communicated which is the product of duration of exposure or communication and rate ofcommunication among the students in a particular group.The above input parameters are required to evaluate the quantity, and to measure the level ofattainment by a learner through PBL. It is assumed that the knowledge gained by the learner within thegroup-learning environment cannot exceed the defined cognizance of the leading student. Typically,the number of students not exceeding four in a group is a reasonable figure to reflect variations in theknowledge base of participating students.We are using this model in a study at Kingston University, London to assess if students thatparticipate in collaborative learning perform better on the critical-thinking tests than students whostudy individually. We will share the results and our experience with the conference delegates.