Abstract
This chapter aims to explore the implementation of technology into problem-based learning within higher education. The object of integrating technology into PBL and higher education is to improve students' critical and creative thinking skills and to improve student outcomes. Various aspects of technology and problem-based learning are discussed along with the latest restrictions and challenges of COVID-19 and the impact to online learning. General trends with regard to Web 2.0 technologies supporting problem-based learning environments such as social media sites, Wiki's, web blogs, Facebook, Twitter, and Wikipedia will further be explored. Collaborative tools to maximize online learning and the PBL process will also be discussed. Building interactions through online modalities within higher education and problem-based learning integration using technology will also be reviewed.
TopIntroduction
Problem based learning (PBL) entails an instructional method in which students are presented with authentic problems and in which they learn knowledge through the problem-solving process as a team. Students should communicate, collaborate, and work together with the teacher and peers to actively generate discussions in order to conclude about the presented problem (Unal 2019). Due to the complexity of PBL, educators must take precaution when implementing PBL into the classroom. One difficulty of using PBL is the instruction shifts from the teacher centered approach to instructing students to collaboration, problem-solving, and independent acquisition of new knowledge from the students (Brush & Saye, 2014). While emphasis has been placed on the integration of PBL into the classroom (Fullan, 2013; Megwalu, 2014) little research focuses on methods to prepare both present and future faculty on the integration of technology with PBL into the classroom (Brush & Saye, 2014).
In current times, the COVID-19 pandemic has presented greater challenges not only to teaching, but the work environment in general. PBL has undergone challenges and debates about its merits and weaknesses (Buheji, 2020). As COVID-19 continues to disrupt work environments in general, the new normal encompasses significant training for people in the workplace which includes professional development opportunities in how to reach students since the COVID-19 outbreak. Faculty have now shifted from being the facilitator in brick-and-mortar settings to facilitating in a virtual platform. Dependent on the curriculum areas that PBL is to be implanted, also depends on the appropriate platforms to be used. For example, Valiente et al. (2019) utilized a circuit simulation tool in Java which enhanced engineering students learning. For years, PBL has endured a variety of debates about its merits or validity to incorporate along with the weaknesses (Buheji & Buheji, 2020). What was once implemented only within the medical field of education regarding PBL, Maker (2021) noted problem solving skills are vastly different in different domains and different disciplines. Now, the new normal created by the COVID-19 pandemic requires educators and students alike to look new, inventive ways to up the engagement level through a variety of technology means.
Key Terms in this Chapter
Virtual Teams: Members who share a common purpose or end goal while working inter-dependently and separated by distance, time, culture, and organizational boundaries.
Teacher Centered Approach: Teaching approach where teachers are actively involved in teaching while learners are passive or receptive mode.
Technology Tools: Software that can be used to develop or support online course content and increase learning abilities in a virtual manner.
Mobile Learning: Education that is done by means of computing devices such as computers, smart phones, or tablets.
Social Isolation: A state of complete to near complete lack of contact between individuals and society.
Formative Assessment: Methods that teachers use to conduct evaluation of student comprehension, learning needs and academic progress.
Fixed Mindset: Individuals believe basic qualities such as their intelligence or talent are fixed and cannot be changed.
Web 2.0 Technology: The second stage of development of the World Wide Web that is user-generated content and growth of social media, and compatible with other products and systems.
Learning Management Systems: A software application or web-based technology that is used to plan and assess specific learning processes. LMS is used for eLearning practices.
Facebook: A social network with an estimated 2.85 billion users used to connect with family, friends, and professional purposes.
eLearning: Electronic educational technology that is used in teaching and learning in a web based, online platform.
Technology Integration: Interaction or the application of knowledge through technical means, invention, or methods.
Social media: Websites and applications that enable users to create, share, and participate through technology media.
Learner-Centered Approach: Approach that shifts instruction from instructor to learners who bring their own knowledge, experiences, education, and ideas in order to capture new information
Growth Mindset: Individuals believe their most basic abilities can be developed and changed through hard work, and dedication.