NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1165333
Record Type: Journal
Publication Date: 2018
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1913-9020
EISSN: N/A
Direct Problem-Based Learning (DPBL): A Framework for Integrating Direct Instruction and Problem-Based Learning Approach
Winarno, Sri; Muthu, Kalaiarasi Sonai; Ling, Lew Sook
International Education Studies, v11 n1 p119-126 2018
Direct instruction approach has been widely used in higher education. Many studies revealed that direct instruction improved students' knowledge. The characteristics of direct instruction include the subject delivered through face-to-face interaction with the lecturers and materials that sequenced deliberately and taught explicitly. However, direct instruction resulted in low creative thinking and teamwork skills among students. Therefore, problem-based learning activities were adapted to reform and create an innovation of a direct instruction approach in developing the new situation. Objective: This study aimed at exploring lecturers' and students' perspectives towards Direct Problem-Based Learning (DPBL) activities as a new approach for activities in the classroom. Design: A quasi-experimental design was used. Participants: Third-year students (N = 276) who signed up for Computer Networks subject from Dian Nuswantoro University, Indonesia and five lecturers were involved. Findings and Results: Learning outcomes were significantly positively (Sig. p = 0.00). Creative thinking skills score increased 8.4%, Teamwork skills score increased 11.5%, and knowledge score increased 25.9% of DPBL approach. The majority of students have difficulties in the direct instruction approach x-bar = 4.71(0.472). Whereas, x-bar = 1.99(0.655) students have low difficulty in DPBL approach. Expert participants agreed that DPBL approach can enhance creative thinking and teamwork skills x-bar = 4.70(0.50)
Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, ON M3J 3H7, Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/es
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Indonesia
Grant or Contract Numbers: N/A