June 26, 2011
June 26, 2011
June 29, 2011
22.1080.1 - 22.1080.22
Motivation and Engagement of Learning in the Cooperative Problem-based Learning (CPBL) Framework AbstractMotivation and engagement in learning is very important for students to understand challengingengineering content. Problem-Based Learning (PBL) is well known for engaging students inlearning. However, the small group PBL tutorials with up to ten students assigned to a dedicatedtutor to facilitate learning common in medical schools is not practical in typical engineeringcourses, which normally have high enrolment.The Cooperative Problem-Based Learning (CPBL) framework integrates Cooperative Learning(CL) principles into the Problem-Based Learning (PBL) cycle to allow implementation byhaving small groups of students in a medium to large class where one instructor can function as afloating facilitator for up to sixty students. Although PBL has constructivist underpinnings,incorporating CL into PBL to become CPBL includes social constructivist principles into themodel. Designed in accordance with constructive alignment, the framework provides asystematic structure to scaffold students in undergoing CPBL step by step to support as well asengage students in learning. The cooperative learning elements in the model drive students tocooperate and support one another to learn as a team, allowing less monitoring from thefacilitator compared to the small tutorial group PBL model.The motivation and engagement of students undergoing CPBL in learning were studied. A casestudy on the implementation of CPBL in the Process Control and Dynamics Course for third yearchemical engineering students is reported. During the course, students go through six CPBLcycles to solve four problems that cover all the course outcomes in one semester. Selectedconstructs of Pintrich’s Motivated Strategy for Learning Questionnaire (MSLQ) relevant to aCPBL class, which are intrinsic and extrinsic goal orientation, task value, control of learningbelief, organization, critical thinking, effort regulation and help seeking, were administered todetermine the effect of CPBL. The results showed a significant increase in students’ engagementand motivation in learning. These findings are further supported by the analysis of students’reflections made at the end of every problem and the course e-learning forum postingsthroughout the semester.
Mohd-Yusof, K., & Syed Hassan, S. H., & Jamaludin, M. Z., & Harun, N. F. (2011, June), Motivation and Engagement of Learning in the Cooperative Problem-based Learning (CPBL) Framework Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. https://peer.asee.org/18387
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