Problem-Based Learning and Technology: Impact on Preservice Teachers' Learning Strategies

• In Event: 81.032 - MTCC Roundtable Session 37
  In Roundtable Session: 81.032-11 - Problem-Based Learning Effects on Engagement, Learning Strategies, and Outcomes

Abstract

Problem-based learning (PBL) is an inquiry-based approach to learning that requires students to be engaged with a real-world problem. Prior studies argued that PBL will develop learners’ problem-solving and self-directed skills, which includes nurturing the ability to apply appropriate cognitive and metacognitive strategies (Hmelo-Silver, 2004). In this research, preservice teachers are immersed in either a traditional PBL environment (tPBL) or an Internet-supported PBL environment (ePBL). The focus of this study is to examine the effects of PBL (tPBL and ePBL) on preservice teachers’ learning strategies. The understanding of the changes in preservice teachers’ learning strategies after PBL (tPBL and ePBL) will inform teacher educators on how to improve on its implementation to develop their learners’ cognitive and metacognitive learning strategies.

Author

• Bee Leng Chua, Nanyang Technological University