Learning attitudes and problem-solving attitudes for blended problem-based learning
| Date | 20 November 2017 |
| Published date | 20 November 2017 |
| Pages | 615-628 |
| DOI | https://doi.org/10.1108/LHT-06-2017-0102 |
| Author | Meng-Hsiun Tsai,Ya-Chun Tang |
| Subject Matter | Library & information science,Librarianship/library management,Library technology,Information behaviour & retrieval,Information user studies,Metadata,Information & knowledge management,Information & communications technology,Internet |
Learning attitudes and problem-
solving attitudes for blended
problem-based learning
Meng-Hsiun Tsai and Ya-Chun Tang
Department of Management Information Systems,
National Chung Hsing University, Taichung City, Taiwan
Abstract
Purpose –The purpose of thispaper is to present the design and implementationof a blended problem-based
learning (PBL) teaching model and corresponding teaching materials for a university-level bioinformatics
course. The effects of this teaching model on student performance in terms of problem solving and learning
attitudes were investigated.
Design/methodology/approach –Students in both groups completed assessments of problem-solving
attitudes and learning attitudes both one week both before and after experimental instruction. Collected data
were analyzed using one-way ANCOVA. Group discussions and student interviews were recorded and
treated as part of the data analysis.
Findings –The study produced the following findings: the experimental group was found to perform better
than the control group in terms of learning attitudes, but the results were not statistically significant; the
experimental group was found to outperform the control group in terms of problem-solving attitudes, and the
difference was statistically significant; lesson plan contents need to be designed based on problem-based
learning theory, and reflect real-world conditions; participants in the experimental group approved of the
blended PBL and group discussion approach.
Originality/value –Results are expected to provide a useful reference for educators and researchers.
These findings can be applied to relevant instructional fields to enhance learner motivation and engagement,
thus improving learning outcomes.
Keywords Blended learning, Moodle, Problem-based learning, Bioinformatics course, Learning attitude,
Problem-solving attitude
Paper type Research paper
1. Introduction
Current thinking in education emphasizes on a transition from traditional course design to
enhance flexibility in instructional materials and methods to better meet learner needs and
enhance learning outcomes. New “blended learning”approaches combine face-to-face
learning in traditional classrooms with internet-based learning. Young notes that blended
learning is an established trend in higher education, and predicts this format will eventually
become the mainstream.
Accelerating economic change and industrial disruption emphasizes the need to provide
students with flexible problem-solving skills which can be adapted and applied to future
conditions which are difficult to anticipate. Problem-based learning (PBL) and other educational
strategies have been found to significantly improve learning outcomes and to promote the
development of effective problem-solving attitudes and abilities (Schoenfeld and Herrmann,
1982). This research seeks to develop a concept of blended PBL, which is then applied in
university biotechnology courses to assess the impact on learning attitudes and attitudes and
abilities for problem solving.
2. Literature review
2.1 Blended learning
Blended learning is a method of distance education which combines elements of traditional
instruction methods with information technology functions (Smith, 2001; Chen and Huang, 2012;
Library Hi Tech
Vol. 35 No. 4, 2017
pp. 615-628
© Emerald PublishingLimited
0737-8831
DOI 10.1108/LHT-06-2017-0102
Received 2 June 2017
Revised 30 September 2017
Accepted 1 October 2017
The current issue and full text archive of this journal is available on Emerald Insight at:
www.emeraldinsight.com/0737-8831.htm
615
Blended
problem-based
learning
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