This is a principle of selecting relevant specific learning outcomes and content/scientific knowledge that is exemplary to overall learning outcomes. That is, a problem needs to refer back to a particular practical, scientific and/or technical domain. The problem should stand as one specific example or manifestation of more general learning outcomes related to knowledge an/or modes of inquiry. For learners to be able to apply knowledge and use know-how to complete tasks, the teaching method needs to include a high degree of learner centered and learner activating teaching, such as hands-on workshops and study groups for discussion and peer learning ( Dahms & Zakaria, 2015 ). In order for learners to develop competences, i.e. use knowledge, skills and personal, social abilities in work or study situations, they need to be given the possibility to work independently with real life problems, preferably in project teams ( Dahms & Zakaria, 2015 ).
Published in Chapter:
Informatics Education Enhanced by Problem-Based Learning Model via E-Learning: Experience From BSU Project at SUA
Camilius A. Sanga (Sokoine University of Agriculture (SUA), Tanzania), Daniel Wilson Ndyetabula (Sokoine University of Agriculture (SUA), Tanzania & Aalborg University (AAU), Denmark), Sotco Claudius Komba (Sokoine University of Agriculture, Tanzania), and Safari Mafu (Sokoine University of Agriculture, Tanzania)
Copyright: © 2018
|Pages: 25
DOI: 10.4018/978-1-5225-3132-6.ch019
Abstract
This book chapter presents an assessment of the implementation of a blended approach (Problem Based Learning and E-learning) in teaching Research Methods for Computing and Information Management course to Informatics students at Sokoine University of Agriculture, in Tanzania. The respondents comprised of 55 students and 10 instructors from the Department of Informatics. The students were taught Research Methods for Computing and Information Management course for 16 weeks using Problem Based Learning and E-learning principles. The results revealed that the use of Problem Based Learning enabled students to develop problem solving and critical thinking skills. Also, it was revealed that, in spite of the benefits of Problem Based Learning and E-learning in improving student-student and student-teacher interactions, the implementation of Problem Based Learning and E-learning in teaching Research Methods for Computing and Information Management course faced a number of contextual and infrastructural challenges such as lack of adequate Information and Communication Technology infrastructure, lack of external support, low Internet bandwidth, inadequate number of computers, lack of knowledge on E-learning and Problem Based Learning by facilitators, and lack of a unified policy for blending approach for teaching and learning different courses in most Higher Learning Institutions of developing countries. This book chapter recommends the adoption of flipped classroom instructional strategy in which Problem Based Learning and E-learning are used to promote student participation during the process of teaching and learning.