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Interactive processes and learning attitudes in a web-based problem-based learning (PBL) platform
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DOI：10.1016/j.chb.2007.02.023.png)
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Abstract
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This paper discusses the steps taken to set up a digital logic course problem through a problem-based learning (PBL) constructivist approach. PBL is the learning which results from the process of working toward the understanding and resolution of a problem. The purpose of this study was to develop and implement problem-based learning in a digital logic course in a senior vocational industrial high school. Data collection included content analysis and a questionnaire survey. Content analysis was used to evaluate the students' discussion messages, quality of dialogue, and the level of problem-solving activities. A survey was then administered to examine the students' learning attitudes and perceptions toward this platform as a possible tool for PBL learning. Researchers found Peer-responses category is the most messages; the contents of messages focus on General explanation and Reaction; the level results of all groups' problem-solving are similar; the index of the Interaction satisfaction level is the highest in PBL activity. Finally, some research suggestions were also proposed. (C) 2007 Elsevier Ltd. All rights reserved.
Keywords:
interactive processes
learning attitudes
PBL
collaborative learning
senior vocational industrial high school students
digital logic
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