Cooperative Problem Based Learning (CPBL) Model: A Technical Review (original) (raw)
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QScience Proceedings, 2014
Problem solving has been identified as the top priority attribute in engineering graduates for the 21st century. Nevertheless, the question remains on how to actually develop skills for solving real world problem in engineering students. Cooperative problem based learning (CPBL) has been shown to significantly enhance problem-solving skills among engineering students in a typical course. CPBL is the integration of cooperative learning (CL) in the problem based learning (PBL) cycle to enable efficient and effective implementation in a class of up to sixty students with one instructor acting as a floating facilitator. Research on students' perception of CPBL also showed that while many students may not initially like the drastic change from the usual "spoon-feeding" culture to learning inductively through CPBL, most of them were gradually won over as they go through several problems and CPBL cycles, especially when they realized the enhancement in skills and knowledge that they gained through the technique. This paper puts forth a summary of the research findings on CPBL, and explains how to conduct CPBL in developing and enhancing problem solving skills in engineering students.
Cooperative Problem-Based Learning (CPBL): A practical PBL model for engineering courses
2011
Problem-Based Learning (PBL) is an inductive learning approach that uses a realistic problem as the starting point of learning. Unlike in medical education, which is more easily adaptable to PBL, implementing PBL in engineering courses in the traditional semester system setup is challenging. While PBL is normally implemented in small groups of up to ten students with a dedicated tutor during PBL sessions in medical education, this is not plausible in engineering education because of the high enrolment and large class sizes. In a typical course, implementation of PBL consisting of students in small groups in medium to large classes is more practical. However, this type of implementation is more difficult to monitor, and thus requires good support and guidance in ensuring commitment and accountability of each student towards learning in his/her group. To provide the required support, Cooperative Learning (CL) is identified to have the much needed elements to develop the small student groups to functional learning teams. Combining both CL and PBL results in a Cooperative Problem-Based Learning (CPBL) model that provides a step by step guide for students to go through the PBL cycle in their teams, according to CL principles. Suitable for implementation in medium to large classes (approximately 40-60 students for one floating facilitator), with small groups consisting of 3-5 students, the CPBL model is designed to develop the students in the whole class into a learning community. This paper provides a detailed description of the CPBL model. A sample implementation in a third year Chemical Engineering course, Process Control and Dynamics, is also described.
Procedia - Social and Behavioral Sciences, 2012
To face the challenges of the 21 st Century, problem-based learning (PBL) is touted as one of the effective teaching and learning methodology. In engineering education, where the enrolment and class size is high, PBL is more practical although the implementation is difficult to monitor. Cooperative learning (CL) is identified to have the added elements to develop groups into functional learning teams. Combining both CL and PBL results in a cooperative problem-based learning (CPBL) framework to guide students through the PBL cycle according to CL principles and to develop the whole class into a learning community. A sample case study included affirms the need for supporting students to learn in their teams, and the final outcome of positive development and experiences in team working while undergoing CPBL.
Cooperative Problem-Based Learning (CPBL): A Practical PBL Model for a Typical Course
International Journal of Emerging Technologies in Learning (iJET), 2011
Problem-Based Learning (PBL) is an inductive learning approach that uses a realistic problem as the starting point of learning. Unlike in medical education, which is more easily adaptable to PBL, implementing PBL in engineering courses in the traditional semester system setup is challenging. While PBL is normally implemented in small groups of up to ten students with a dedicated tutor during PBL sessions in medical education, this is not plausible in engineering education because of the high enrolment and large class sizes. In a typical course, implementation of PBL consisting of students in small groups in medium to large classes is more practical. However, this type of implementation is more difficult to monitor, and thus requires good support and guidance in ensuring commitment and accountability of each student towards learning in his/her group. To provide the required support, Cooperative Learning (CL) is identified to have the much needed elements to develop the small student groups to functional learning teams. Combining both CL and PBL results in a Cooperative Problem-Based Learning (CPBL) model that provides a step by step guide for students to go through the PBL cycle in their teams, according to CL principles. Suitable for implementation in medium to large classes (approximately 40-60 students for one floating facilitator), with small groups consisting of 3-5 students, the CPBL model is designed to develop the students in the whole class into a learning community. This paper provides a detailed description of the CPBL model. A sample implementation in a third year Chemical Engineering course, Process Control and Dynamics, is also described.
Development of Cooperative Problem Based Learning Models in Engineering Mechanics Learning
Advances in Social Science, Education and Humanities Research/Advances in social science, education and humanities research, 2024
This research is motivated by the observed low learning ability of students in the Engineering Mechanics course. Consequently, a Cooperative Problem-Based Learning (CPBL) model was developed with the aim of enhancing students' learning abilities in Engineering Mechanics. The CPBL model is a synergistic integration of two established learning models, namely Cooperative Learning (CL) and Problem-Based Learning (PBL). The research follows the development procedure outlined by Borg and Gall, modified into four stages: (1) initial research and information gathering; (2) planning, initial product development, and expert validation; (3) initial field trials and subsequent revisions; and (4) main field trials and final revisions.Verification of the CPBL model products involves Forum Group Discussions and validation by relevant experts in the field of engineering education. The results of the validity tests indicate that all CPBL model products are deemed valid and suitable for implementation in teaching Engineering Mechanics. The CPBL model underwent trials with Civil Engineering students at FT UNP, who were enrolled in the Engineering Mechanics course. The research findings demonstrate that the CPBL model is both valid and practical for teaching Engineering Mechanics. With valid and practical criteria, the CPBL model can be effectively implemented in Engineering Mechanics learning.
2012 ASEE Annual Conference & Exposition Proceedings
Cooperative problem-based learning (CPBL) has been proven to be a powerful technique in engaging and developing students in learning, as well as a multitude of professional skills. Nevertheless, academic staff in engineering who are new to conducting CPBL may face difficulties because students who are new to this inquiry based technique will normally be "traumatized" because of the drastic change in the learning environment and requirements. As part of a larger study on training and supporting academic staff in implementing CPBL, a phenomenological study was conducted on the categories of variations in students' perceptions towards learning as they go through a course that fully utilized CPBL in a whole semester. The main purpose is to identify students' perception towards CPBL in two aspects: the student perceptions and acceptance/rejection, and the benefits and improvements that students gained along the learning process. The paper illustrates the extent of acceptance and effectiveness of CPBL method for an engineering class taught by a lecturer who had undergone a series of training on cooperative learning and problem based learning, but is new to implementing CPBL. Through classroom observations, students' self-reflection notes and interviews with students for one whole semester, the results are reported in three stages: beginning of the semester, in the middle the semester; and at the end of the semester. Four types of initial-to-final students' perspectives were found. The analysis of the interviews reveal that, first and foremost, it is essential for academic staff to understand and embrace the philosophy behind CPBL, which will enable them to providing students with appropriate support especially in developing team working, time management, learning and thinking skills. In addition, proper explanation and justification behind each step in the CPBL cycle, as well as the overall planning through the different problems, are also necessary to avoid confusion and cutting corners in learning among students. Most of all, the analysis reveal the importance of emotional support in the form of motivation and encouragement, as students go through various emotions that form into perception, which in turn affect their performance.
The development of an instrument that can be used to study students’ ability in their problem solving skills while undergoing cooperative problem-based learning (CPBL) in engineering classrooms is reported. The instrument combines Philip’s flowchart of traditional engineering problem solving model which was divided into definition, strategy and solution phases, with Hmelo’s components of problem solving assets which are knowledge, perception and cognitive processing. The instrument consists of 24-self-report items which require students to indicate the degree of their problem solving skills across the following domains: problem identification, problem analysis and synthesis, and solution generation. The instrument also measured students’ ability in conducting self-directed learning and reflection, which are very important elements in developing and enhancing problem solving skills. The instrument shows the degree of students’ problem solving process skills, whether they usually take...
A review and survey of Problem-Based Learning application in Engineering Education
This paper gives a review of Problem-Based Learning (PBL) applied in engineering courses worldwide, and a survey of academic staff who have implemented PBL in engineering classes in Universiti Teknologi Malaysia. The review of PBL application illustrates the extent of acceptance and success of PBL in schools of engineering in the international arena. The survey, on the other hand, illustrates the acceptance of PBL among engineering lecturers and the possibility of applying PBL in Malaysia. The main purpose of the survey is to obtain feedback on PBL regarding the impressions, set-backs and constraints faced, as well as innovations and tips for successful implementation from the faculty members involved.
2012
Cooperative problem-based learning (CPBL) has been proven to be a powerful technique in engaging and developing students in learning, as well as a multitude of professional skills. Nevertheless, academic staff in engineering who are new to conducting CPBL may face difficulties because students who are new to this inquiry based technique will normally be "traumatized" because of the drastic change in the learning environment and requirements. As part of a larger study on training and supporting academic staff in implementing CPBL, a phenomenological study was conducted on the categories of variations in students' perceptions towards learning as they go through a course that fully utilized CPBL in a whole semester. The main purpose is to identify students' perception towards CPBL in two aspects: the student perceptions and acceptance/rejection, and the benefits and improvements that students gained along the learning process. The paper illustrates the extent of acceptance and effectiveness of CPBL method for an engineering class taught by a lecturer who had undergone a series of training on cooperative learning and problem based learning, but is new to implementing CPBL. Through classroom observations, students' self-reflection notes and interviews with students for one whole semester, the results are reported in three stages: beginning of the semester, in the middle the semester; and at the end of the semester. Four types of initial-to-final students' perspectives were found. The analysis of the interviews reveal that, first and foremost, it is essential for academic staff to understand and embrace the philosophy behind CPBL, which will enable them to providing students with appropriate support especially in developing team working, time management, learning and thinking skills. In addition, proper explanation and justification behind each step in the CPBL cycle, as well as the overall planning through the different problems, are also necessary to avoid confusion and cutting corners in learning among students. Most of all, the analysis reveal the importance of emotional support in the form of motivation and encouragement, as students go through various emotions that form into perception, which in turn affect their performance.