ERIC Number: EJ1162418
Record Type: Journal
Publication Date: 2017-Nov
Abstractor: As Provided
"What I Learn Is What I Like." How Do Students in ICT Supported Problem-Based Learning Rate the Quality of the Learning Experience, and How Does It Relate to the Acquisition of Competences?
Education and Information Technologies, v22 n6 p2857-2870 Nov 2017
Although advocated in theory, research findings on the benefits of ICT integration into inquiry-based learning arrangements such as problem-based learning (PBL) are still ambiguous. One explanation might be that until now students' subjective views on learning in ICT-integrated, inquiry-based arrangements have not been considered extensively. The aim of the present study was to shed light on how students' attitude towards various face-to-face and ICT-supported learning opportunities within a PBL course related to the learning outcomes, namely participants' competence acquisition. To this end, a sample of n = 46 pre-service teacher students in a blended PBL course on pedagogical diagnostics for business and vocational education answered an online questionnaire. The questions explored the quality of the learning experience in the face-to-face and ICT-supported elements, and the students' perceived competence acquisition. Data was analyzed with multiple regression analysis. Subjective satisfaction with the learning experience predicted competence acquisition for both face-to-face and ICT-supported course elements, but only if they were interactive in nature. In conclusion, ICT integration in a PBL course is not necessarily a threat but a benefit; however, this is true only when it is used within active and engaging learning opportunities.
Descriptors: Problem Based Learning, Learning Experience, Information Technology, Technology Integration, Student Attitudes, Outcomes of Education, Preservice Teachers, Educational Quality, Blended Learning, Teaching Methods, Multiple Regression Analysis, Questionnaires, Active Learning, Business Education, Vocational Education, Competence
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A