The Effects of Computer-Supported Problem Based Learning on Students Approaches to Learning by Serife AK - Case Study Example

Critical Appraisal of a Research Article Introduction Critically appraising of a peer reviewed journal or article is essential in research work. This is, necessitated by the important role journal articles plays in establishing a basis and framework for future research work, in forming theories, in offering solutions to emerging problems, and in offering explanations to phenomenon in contemporary society. Offering critique to research work helps prove the credibility, objectivity, accuracy and reliability of the journal article under review and verifying the authenticity of research work done and is a source for new research questions and ideas. Effective critical appraisal of a research article is greatly, influenced by use of evidence and facts to support the critic (Porte, 2010). This report will critically appraise a peer-reviewed article on education. A peer review article is a published research work that has been consented by a board of experts. The report will critically analyze the journal article ‘The effects of Computer supported problem based learning on student’s approaches to learning’ written by Serife AK, for the Current Issues in Education Journal. The citation for the work is- AK, Serife. (2011). the effects of computer supported problem based learning on students’ approaches to learning. Current Issues in Education, Volume14 (1). Retrieved from http://cie.asu.edu/ojs/index.php/cieatasu/article/view/712. Summary of the journal article The main reason for critically appraising this journal article is due to the increased push for problem-based learning as a learning strategy for learning institutions in contemporary learning institutions and the enhanced need for computer literacy and the role technology plays in modern working environment. Therefore, the attempt for the author to research on the effects of the combined two important variables to learning in present-day education system initiates interest. The learning environment and learning approach taken makes or break quality-learning outcomes (Dart, et al., 2000). A point supported by the author’s main intent, which is to inform on the implications of integrating computer supported problem based learning on student’s approaches to learning (AK, Serife. 2011). This is because problem based learning is achievable online (Baden, & Wilkie, 2006). The article begins with a title that is informative about what the research is about and offers a preview on what the research work will deal with. From the title, ‘the effects of computer supported problem based learning on student’s approaches to learning’ (AK, Serife. 2011) act as a captivating and at the same time informative statement for individuals interested on issues of linking computer literacy and problem based learning on the different approaches to learning for students. The title is simple, clear, and educational and is compatible with the rest of the research body. The author predominantly expounds on what effective learning entails by offering details on what the environment and learning strategies that offers the students the chance to learn more and achieve quality learning objectives and outcomes (AK, Serife. 2011). The author supports the use of deep approaches of learning through problem based learning to allow students to learn optimally and exploit their best learning skills (Koschman, et al., 2005). The author goes into details to evaluate problem based learning by highlighting its inception, usage, commencement, and its benefits (AK, Serife. 2011). Through the journal article, the author discusses the three types of approaches to learning namely the surface approaches and the deep approaches, where she describes the former as ‘the intention to reproduce information in compliance with externally imposed task demands’ (AK, Serife. 2011) and the latter as ‘ the intention to understand’(AK, Serife. 2011). Additionally, strategic or achieving approach is associated with a student aspiration to attain positive results related with their intentions to get high pass marks and managing their time resource efficiently and effectively (Wilson, & Cole, 1996). Serife endorses use of deep approach to learning over surface approach to learning. After informing the audience on problem based learning and the three approaches to learning, the research work concentrates on Computer supported problem based learning by informing on its importance for student’s learning by citing previous researches done on the positive impact of computer supported technologies such as (An, 2006), and (Donnelly, 2006) among others. Throughout the research work, the author has used previous research studies to offer information and benefits about problem based learning and consistent endorsement for it. The author highlights problem statement of her work by highlighting that although students who have adopted Problem based learning are more often than not make use of deep approach to learning, she mentions that it is not apparent what current research states about the relationship between the two concepts (AK, Serife. 2011). The journal article has research methods, research questions, research instruments, implementation of problem based learning on the research sample, data analysis, findings, and what future studies should focus on. The author indicates that future studies should focus on examining the complex nature of the interrelations between learning processes and variables studied and clarification should be sought on how approaches to learning affects the outcomes to learning in PBL (AK, Serife. 2011). Critical appraisal The abstract of the journal article ‘The effects of Computer supported problem based learning on student’s approaches to learning’ written by Serife AK includes substantial information about the subject under discussion. It gives the purpose of the research paper, the research process, and scale of approaches to learning used to help gather and analyze collected data, research sample and the research findings. The abstract also contains the keywords that will dominate the research work. The research work however, does not have a formal introduction to highlight the significance of the study despite the relevance the subject under discussion has in contemporary learning systems. Problem based learning allows students to work cohesively as a group by compiling their ideas to analyze the problem, to appraise the restraints and alternatives to solving the problem, making each group member accountable, respecting different opinions from different participants and are therefore, able to make informed decisions and choices and improve on their problem solving skills (Schwartz, 2001). The author concurs with these sentiments in her entire work but she fails to mention the limitations of computer supported PBL to students that includes among other things the inactive role teachers play in the learning process of a child and increased access to unnecessary and un-reviewed information online (Dennis, 2003). PBL might be hard to do for students who in the initial stages of learning were, introduced, accustomed to other forms of learning processes. The research work is relevant to modern-day learning environments. Although the author does not allocate a specific part of the research to highlighting previous research studies on the subject under discussion, she uses previous research work to reference to and as a support to her point of view. The references used are current and relevant to the research study as majority of literature were, done from the year 2000. The research work does not only inform on the purpose of the paper only, but also gives a historical background about problem based learning, highlighting the two approaches to learning and discussing the art and benefits of computer supported problem based learning. The main shortcoming the research work has is the increased focus on problem-based learning and the deep and surface approaches to learning and minimal attention to how the integration of computer technologies influence the overall performance of students who have adopted PBL. Nevertheless, the section-addressing computer supported PBL, the author gives adequate information on what it entails and the benefits associated with the integration, which includes among other things provision of an interactive, shared and learner-focused activities necessary to enhance the student’s participation in achieving learning outcomes. Using previous research findings of (Hoffman & Ritchie, 1997), Serife expounds on the benefits of computer supported PBL such as commitment by students, representational affluence, timeliness in making decisions and offering solutions to problems, individualism, appraisal, and enhanced credibility and reliability of agencies (Dennis, 2003). The author states that computer supported PBL, can be, facilitated, by use of online discussion boards, website blogs, and computer based instructional materials. The author uses experimental research method and pre-test and post-test grouped research design which is suitable in capturing the required data, to analyze the effects of computer supported as an independent variable on surface and deep approaches to learning as the dependent variables. The research study is, presented in a simple, coherent and clear manner, where the methods section is, structured simply by use of subtitles to guide the reader. By use of a basic t-test, the author is able to present scale, facts, and figures in a manner that any reader can easily interpret. The research goes to great lengths to explain a step by step of the pre and post implementation of problem based learning on the research sample, but fails to indicate the selection criteria of the 78 university students and does not clarify why the research process takes only 5 weeks. This raises the questions whether the duration of time the PBL implementation was, conducted, and sample size was random, large enough and sufficient to draw up definite conclusions accurate and reliable enough as a basis for future works on the subject. The PBL implementation procedure used fails to include varied and alternative computer-supported problem based learning systems. The research makes use of computer based instructional materials and online discussion boards, thereby, raising questions of whether use of alternative technologies would result in difference in results. The report although peer-reviewed, does not indicate that an ethical approval was, offered to the author to carry out the research regardless of lack of ethical issues relating to the study. However, the report does indicate that researchers were present during the implementation of problem based learning to oversee and facilitate the process and guide the group activities. The results of the study do flow from the data and does relate to the purpose of the research. The results are that PBL has a positive effect on adoption of deep approach to learning, a negative effect on surface approach to learning by students and no effect on the achieving approach to learning (Delisle & A.S.C.D. 1997). This helps shades light on the effects of computer supported PBL on a student’s approaches to learning (Wilson, & Cole, 1996). Problem based learning improves the morale of students as students who solve problems that has a relation to their future or current occupation; they are more committed compared with if the problem was theoretical (Jordan, et al., 2008). Serife in her discussion does not fail to explain the findings of the study by describing the PBL ecology as the most efficient environment for students who base their decision-making and problem solving processes on evaluation, critically reviewing the problem, explaining causes, which are the core elements of deep learning approach. Thus explaining why computer problem based learning positively effect on deep approach to learning and negatively effecting on surface approach to learning (Tiwari, et al., 2006). Nevertheless, she proposes future studies to look into the contextual elements in PBL ecology that encourage deep learning. Her conclusions are very relevant as the author highlight the nature of computer supported PBL that explains why a deep learner is, favored by it. Conclusions are that computer supported PBL offers students control, it present complex problems, the need for teamwork and promoting interactions in solving problems and the need to focus on process analysis (Kerfoot, 2005). The research puts more focus on the deep and surface approaches to learning and minimally mention the achieving approach to learning which as indicated by the findings is not affected by computer supported PBL. The author should have been able to explain why the achieving approach to learning is not affected by computer supported PBL. The research has cited its limitations, which include vagueness of the elements of computer, supported PBL that influences on the deep and surface approaches to learning. In addition, the ambiguity of the elements of the PBL environment that positively enhances deep approach to learning, negative effect on surface learning, no effect on achieving learning and the study’s inability to highlight how the deep and surface approaches to learning influences the learning outcomes such as performance, solving problems and motivation in PBL process (Uden & Beaumont, 2006). The author mentions the need of path analysis and structural equation modeling in evaluating the effects of the computer supported PBL on the approaches to learning. There is need to reflect on the diverse co-variations that are consistently, seen in research findings (Roberts, 2004). So far, there are no additional limitations that can be, identified. Problem based learning allows students to reflect on their own environments, are able to collaborate and work with others as a team. Hence, this learning process is beneficial in enabling students to improve their self-esteem, work as a team, become accountable and responsible, which are traits necessary in the working environments. The author does highlight these positive attributes of problem-based learning in the study. The study utilized quantitative research, which is relevant in collecting large amount of data, they are easy to administer, they are cost effective and they do not consume a lot of time (Creswell, 2003). Additionally, quantitative research allows the researcher to capture diverse range of information within one questionnaire. There is an interrelation between problem-based learning and deep approach to learning and vice versa (Evensen, et al., 2000). This is supported by the findings of the study that computer supported Problem based learning setting effect positively on students with deep approach to learning and effect negatively on the surface approach to learning are similar to studies and publications done prior to Serife’s study. Among such publications are (Newble & Clarke, 1986), (Spencer & Jordan, 1999), (Woods et al., 2000), (Wood, 2003), (Waters & Johnston, 2004) and (Tiwari et al., 2006). Overall comments/conclusions about the research article The overall conclusions are that the research article is relevant in modern day learning systems and seek to address a current issue in education. The writing style used is simple, accurate and easily understood. To achieve quality-learning outcomes is dependent on integrating a good learning environment and the learning style of the student (Woods, Hrymak, & Wright, 2000). The study has sought to verify this statement. The use of varied number of references is useful in helping the reader have more in-depth about the subject matter. The study does depict an important connection between computer-supported problem based learning and deep, surface and achieving approaches of learning (Koschman, et al., 2005). The information about the author given on the front section of the study highlights the capability of the researcher to conduct the study and her skills, knowledge, experience, academic and professional qualifications necessarily to conduct a research study. According to (Groves, 2005), PBL can motivate inherent interest of students to learn, which the author implies. Answers to the Additional Questions • What paradigm is, used in this research study? The research paradigm used in this research study is methodological paradigm • Does this study use a theoretical or conceptual framework? If yes, is it clearly stated? Does the framework fit the research question? Does the framework serve the intended purposes? The study uses the conceptual framework and it clearly does state it by offering the problem definition, the abstract, review of previous works, the aim of the study, presenting the research methods, data collection, data analysis, discussions, implications and limitations of the study and the conclusions (Ethridge, D2004). This serves in the framework serving the intended purpose. The conceptual framework does fit the research questions, which includes- 1. Does computer supported PBL environment effect on adopting surface approaches to learning by students? 2. Does computer supported PBL environment effect on adopting deep approaches to learning by students? 3. Does computer supported PBL environment effect on adopting achieving approaches to learning by students? • Is this study qualitative or quantitative? Is this an appropriate choice? This is a quantitative study and it is appropriate in collecting the large number of sample sizes, in collecting the required data and is applicable in indicating definite details required by the researcher to make the findings conclusive. The method is not susceptible to researcher bias. • What are the purposes of this study - exploration, descriptions or explanation, or the combination of these? The purpose of the study was an exploration on the effects of computer supported problem based learning on the student’s approaches to learning. References AK, Serife. (2011). the effects of computer supported problem based learning on students’ approaches to learning. Current Issues in Education, 14(1). Baden, M.S.B., & Wilkie, K. (2006). Problem-based learning online. New York City: McGraw-Hill International. Creswell, J.W. (2003). Research design: qualitative, quantitative, and mixed method approaches. London: SAGE. Dart, B. C., Burnett, P. C., Purdie, N., Boulton-Lewis, G., Campbell, J. & Smith, D. (2000). Students' Conceptions of Learning, the Classroom Environment, and Approaches to Learning. Journal of Educational Research, 93(4), 262-270. Delisle, R., & A.S.C.D. (1997). How to use problem-based learning in the classroom. Sidney: ASCD. Dennis, J. K. (2003). Problem-based learning in online vs. face-to-face environments. Education for Health, 16(2), 198-209. Ethridge, D.E. (2004). Research methodology in applied economics: organizing, planning, and conducting economic research. London: Wiley-Blackwell. Evensen, D.H., Hmelo, C.E., Silver, C.E.H. (2000). Problem-based learning: a research perspective on learning interactions. Upper River Saddle: Routledge. Groves, M. (2005). Problem-based learning and learning approach: is there a relationship?. Advances in Health Sciences Education, 10(4):315–326. Hoffman, B. & Ritchie, D. (1997). Using multimedia to overcome the problems with problem based learning. 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Tiwari, A., Chan, S., Wong, E., Wong, D., Chui, C., Wong, A. & Patil, N. (2006). The effect of problem-based learning on students’ approaches to learning in the context of clinical nursing education. Nurse Education Today, 26(5):430-438. Uden, L., & Beaumont, C. (2006). Technology and problem-based learning. Washington DC: Idea Group Inc (IGI). Wilson, B. & Cole, P. (1996). Cognitive teaching models. In D. Jonassen (Ed.), Handbook of research for educational communications and technology, (pp.601-633). Washington, DC: Association for Educational Communications and Technology. Woods, D.R., Hrymak, A.N. & Wright, H.M. (2000). Approaches to Learning and Learning Environment in Problem-based versus Lecture-based Learning. Proceedings of 2000 ASEE Annual Conference, St. Louis, Missouri, 18-21. Read More