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Developing higher-order thinking through blended problem-based learning
 

Developing higher-order thinking through blended problem-based learning

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    Developing higher-order thinking through blended problem-based learning Developing higher-order thinking through blended problem-based learning Presentation Transcript

    • Developing higher-order thinking through blended problem-based learning Mr TONG, Edmond Tak Fai School of Nursing, Dr Paula Hodgson Education Development Centre, Hong Kong Polytechnic University, Hong Kong SAR, China This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported License .
    • Blended learning
      • face-to-face mode
      online mode
    • Background
      • Year 3 students of a four-year Bachelor of Science (Nursing) programme
      • Class of 124 students
      • Five groups were randomly formed
      • 3 cases were reconstructed from real cases and each case was split into 3 parts.
      • Case analysis: Face-to-face tutorials & online tasks ( 5% ):
        • Based on each case, students posted topics, issues and hypotheses, peer group members were to post subsequent threaded discussions.
    • Blended PBL
    • Bloom’s taxonomy Categories in the cognitive domain of Bloom's Taxonomy (Anderson & Krathwohl, 2001) Source: http://edorigami.wikispaces.com/Bloom's+and+ICT+tools
    • 4 categories of learning challenge Remember Understand Apply / Analyze Evaluate / Create
    • Results and findings
      • Group participation (5 groups)
      • Referencing sources (websites, books, and journals)
      • Distribution of the four categories modified from Bloom’s taxonomy in online forum discussion
    • Group participation
      • N=124
      Most active Least active
    • Online case discussion
      • Discussion topics created by students of Sophie’s case
      • Sophie may suffer from left tympanic bone facture (8 postings)
      • The fluid in her left eye (2 postings)
      • The initial management of head injury (17 postings)
      • Brain death of Sophie (13 postings)
      • The organ donation card (3 postings)
      • Consequences of CSF leakage & Temporal bone fracture (1 posting)
      • Assessing her level of consciousness in hospital (2 postings)
      • Patient and Family Psychological Support (3 postings)
      • Alcoholic Effects on the Brain (6 postings)
      • Mechanical Ventilation (1 posting)
      • Management on ventricular cartherter (6 postings)
      • Craniectomy (3 postings)
      • More information about Craniectomy (5 postings)
      • Management of Increased ICP in Part 2 (28 postings)
      • Shivering ??? (13 postings)
      • The cause of vertigo (7 postings)
      • Purpose for using steroid and side effects related to appearance (6 postings)
    • Supporting discussion with references
    • Referencing sources
    • Distribution of the four categories identified from student postings in 3 cases
    • Significantly different between cases
      • “ Remember” were significantly different between cases, c2 (2, N = 559) = 28.0, p < .001
      • Similar findings were seen in the postings categorized as “Analyse/Apply” with c2 (2, N = 559) = 8.66, p < .013
    • Mapping top / low 10% students in examination with uses of referencing materials in online forum
    • Distribution of the 4 categories of top / low 10% students examination with student participation in online forum
    • Conclusion
      • Nurturing supportive and open learning environment is essential
      • Students were engaged in graded tasks
      • Increased percentage of postings for three cases:
          • S1 (31 percent)
          • S2 (32 percent)
          • S3 (37 percent)
      • Improved quality of discussion gradually emerges
      • An increase in the number of postings in
      • ‘ apply and analyse’ in S2 and S3
      • A decrease in the number of postings in
      • ‘ remember’ in S2 and S3
      • Continuing support from facilitator