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Sun L, Dong H, Zhang X. Innovative solutions for language growth: the impact of problem-based learning via DingTalk on Chinese undergraduates' business vocabulary amid COVID-19. Front Psychol 2023; 14:1289575. [PMID: 38034318 PMCID: PMC10687369 DOI: 10.3389/fpsyg.2023.1289575] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/06/2023] [Accepted: 10/30/2023] [Indexed: 12/02/2023] Open
Abstract
Amidst the COVID-19, which has necessitated the widespread use of distant learning, there has been a notable increase in the recognition and utilization of inventive pedagogical methods and technological tools in the field of language teaching. The primary objective of this research is to assess the effects of DingTalk-based PBL on the business vocabulary growth of Chinese undergraduates during the pandemic, with a particular focus on remote learning environments. This mixed-methods research employed a sample of 58 participants. The study involved both quantitative vocabulary assessments and qualitative interviews. The quantitative assessments aimed to measure the impact on vocabulary scores, while qualitative interviews were conducted to gather insights into participants' experiences and perceptions regarding DingTalk-based PBL. The quantitative assessment revealed a significant improvement in business vocabulary scores among the participants who underwent DingTalk-based PBL. This result indicates the platform's potential to enhance language acquisition. The qualitative interviews provided further insights, with participants expressing positive attitudes toward DingTalk-based PBL. They emphasized its capacity to sustain engagement, foster collaboration, and bridge the gap between remote learning and effective language acquisition. These findings underscore the transformative potential of DingTalk-based PBL in language education, especially in the context of challenges posed by the pandemic. While recognizing the constraints of this study, such as its limited duration and restricted contextual applicability, the research encourages further investigation into sustainable vocabulary expansion, the development of multifaceted language abilities, and the integration of these platforms into emerging hybrid educational frameworks. This study makes a valuable contribution to the ongoing discourse regarding novel technology-based methods in language instruction, providing relevant insights applicable to both present and future educational contexts.
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Affiliation(s)
- Lixuan Sun
- Department of English, College of Foreign Languages, Northeast Forestry University, Harbin, Heilongjiang, China
| | - Hui Dong
- Department of English, College of Foreign Languages, Northeast Forestry University, Harbin, Heilongjiang, China
| | - Xiaotian Zhang
- Department of English, School of Western Languages and Cultures, Harbin Normal University, Harbin, Heilongjiang, China
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Tyson G. 2013 in review. Australian Journal of Psychology 2020. [DOI: 10.1111/ajpy.12033] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Morris S, Cranney J, Jeong JM, Mellish L. Developing psychological literacy: Student perceptions of graduate attributes. Australian Journal of Psychology 2020. [DOI: 10.1111/ajpy.12010] [Citation(s) in RCA: 17] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Affiliation(s)
- Sue Morris
- School of Psychology, University of New South Wales, Sydney, New South Wales, Australia,
| | - Jacquelyn Cranney
- School of Psychology, University of New South Wales, Sydney, New South Wales, Australia,
| | - Jun Mo Jeong
- School of Psychology, University of New South Wales, Sydney, New South Wales, Australia,
| | - Leigh Mellish
- School of Psychology, University of New South Wales, Sydney, New South Wales, Australia,
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Owens C, White FA. A 5‐year systematic strategy to reduce plagiarism among first‐year psychology university students. Australian Journal of Psychology 2020. [DOI: 10.1111/ajpy.12005] [Citation(s) in RCA: 56] [Impact Index Per Article: 14.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Affiliation(s)
- Caleb Owens
- School of Psychology, The University of Sydney, Sydney, New South Wales, Australia,
| | - Fiona A. White
- School of Psychology, The University of Sydney, Sydney, New South Wales, Australia,
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Knott VE, Mak AS, Neill JT. Teaching intercultural competencies in introductory psychology via application of the Excellence in Cultural Experiential Learning and Leadership model. Australian Journal of Psychology 2020. [DOI: 10.1111/ajpy.12008] [Citation(s) in RCA: 17] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Affiliation(s)
- Vikki E. Knott
- Centre for Applied Psychology, University of Canberra, Bruce, Australia,
| | - Anita S. Mak
- Centre for Applied Psychology, University of Canberra, Bruce, Australia,
| | - James T. Neill
- Centre for Applied Psychology, University of Canberra, Bruce, Australia,
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Louis WR, Bastian B, Mckimmie B, Lee AJ. Teaching psychology in Australia: Does class attendance matter for performance? Australian Journal of Psychology 2020. [DOI: 10.1111/ajpy.12088] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Affiliation(s)
| | - Brock Bastian
- School of Psychology, University of New South Wales, Sydney, New South Wales, Australia,
| | - Blake Mckimmie
- School of Psychology, University of Queensland, St Lucia, Queensland,
| | - Anthony J. Lee
- School of Psychology, University of Queensland, St Lucia, Queensland,
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Bazrafcan L, Takmil F, Shokrpour N. Assessing the Effectiveness of Problem-Based Learning as a New Approach on Health Care Provider Ethical Reasoning Development in Shiraz University of Medical Sciences. Health Care Manag (Frederick) 2018; 37:273-7. [PMID: 29916841 DOI: 10.1097/HCM.0000000000000223] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
Problem-based learning (PBL) has become a distinct approach in learning. To assess the effectiveness of PBL in teaching ethics to medical students and the effect it has on their ethical reasoning, we decided to hold a PBL ethics workshop and then evaluate them based on pretest and posttest. This quasi-experimental comparative study in Shiraz University of Medical Sciences was designed based on pretest-posttest nonequivalent groups. After obtaining their consent, 120 health care providers were randomly selected and assigned in 4 groups and then asked to attend the ethics workshop. For measuring the participants' ethical reasoning through pretesting and posttesting, a case study consisting of 21 multiple-choice questions (cognitive domain-apply level) was performed. Data were then collected using a questionnaire, which was completed by the participants and analyzed using SPSS software (version 17). The comparison between the participants' attitude and knowledge toward ethics before and after the workshop revealed that all indices in the cognitive domain were changed (P < .001). The scores of pretest and posttest were significantly different. As to the results of our study, the PBL groups showed a more positive learning attitude and higher motivation in comparison with the control group who were subjected to traditional-based method of learning. The result of our study suggests that PBL can and should be used as an alternative method in teaching ethics in medical students because it is more effective and motivates the students.
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Wiggins S, Chiriac EH, Abbad GL, Pauli R, Worrell M. Ask Not Only ‘What Can Problem-Based Learning Do For Psychology?’ But ‘What Can Psychology Do For Problem-Based Learning?’ A Review of The Relevance of Problem-Based Learning For Psychology Teaching and Research. Psychology Learning & Teaching 2016. [DOI: 10.1177/1475725716643270] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Problem-based learning (PBL) is an internationally recognised pedagogical approach that is implemented within a number of disciplines. The relevance and uptake of PBL in psychology has to date, however, received very limited attention. The aim of this paper is therefore to review published accounts of how PBL is being used to deliver psychology curricula in higher education and to highlight psychological research that offers practical strategies for PBL theory and practice. The paper is divided into three sections. In the first, we discuss the principles of PBL and provide examples of how it can be used within psychology curricula, alongside a consideration of its advantages and disadvantages. In the second section, we outline the results of a systematic literature review of published examples of PBL used within psychology undergraduate and postgraduate courses. Finally, in the third section, we examine some of the ways in which psychological research can provide practical guidance for PBL teaching practice. We conclude this paper with some recommendations for future research across all these areas, and call for the further development of PBL curricula in psychology higher education course provision.
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Affiliation(s)
- Sally Wiggins
- School of Psychological Sciences and Health, University of Strathclyde, UK
| | - Eva Hammar Chiriac
- Department of Behavioural Sciences and Learning, Linköping University, Sweden
| | | | - Regina Pauli
- Department of Psychology, University of Roehampton, UK
| | - Marcia Worrell
- School of Human and Social Sciences, University of West London, UK
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Abstract
BACKGROUND Many educational programs incorporate problem-based learning (PBL) to promote students' learning; however, the knowledge structure developed in PBL remains unclear. The aim of this study was to use concept mapping to generate an understanding of the use of PBL in the development of knowledge structures. METHODS Using a quasi-experimental study design, we employed concept mapping to illustrate the effects of PBL by examining the patterns of concepts and differences in the knowledge structures of students taught with and without a PBL approach. Fifty-two occupational therapy undergraduates were involved in the study and were randomly divided into PBL and control groups. The PBL group was given two case scenarios for small group discussion, while the control group continued with ordinary teaching and learning. Students were asked to make concept maps after being taught about knowledge structure. A descriptive analysis of the morphology of concept maps was conducted in order to compare the integration of the students' knowledge structures, and statistical analyses were done to understand the differences between groups. RESULTS Three categories of concept maps were identified as follows: isolated, departmental, and integrated. The students in the control group constructed more isolated maps, while the students in the PBL group tended toward integrated mapping. Concept Relationships, Hierarchy Levels, and Cross Linkages in the concept maps were significantly greater in the PBL group; however, examples of concept maps did not differ significantly between the two groups. CONCLUSIONS The data indicated that PBL had a strong effect on the acquisition and integration of knowledge. The important properties of PBL, including situational learning, problem spaces, and small group interactions, can help students to acquire more concepts, achieve an integrated knowledge structure, and enhance clinical reasoning.
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Affiliation(s)
- Chia-Hui Hung
- Department of Rehabilitation, Jen-Teh Junior College of Medicine, Nursing and Management, No. 79-9, Sha-Luen Hu, Xi-Zhou Li, Hou-Loung Town, Miaoli, Taiwan.
| | - Chen-Yung Lin
- Graduate Institute of Science Education, National Taiwan Normal University, No. 88, Ting-Jou Rd., sec. 4, Taipei, Taiwan.
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Baker MJ, Cluett E, Ireland L, Reading S, Rourke S. Supervising undergraduate research: a collective approach utilising groupwork and peer support. Nurse Educ Today 2014; 34:637-642. [PMID: 23755837 DOI: 10.1016/j.nedt.2013.05.006] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/07/2013] [Revised: 04/23/2013] [Accepted: 05/07/2013] [Indexed: 06/02/2023]
Abstract
BACKGROUND Nursing education now requires graduate entry for professional registration. The challenge is to ensure that students develop independence and team working in a resource effective manner. The dissertation is one opportunity for this. AIM To evaluate changing from individual dissertation supervision to group peer supervision. METHODS Group supervision was implemented for one cohort. Dissertation outcomes were compared with two previous cohorts. Student evaluative data was assessed. FINDINGS Group supervision did not adversely affect dissertation outcomes (p=0.85). 88% of students reported peer supervision to be helpful, with themes being 'support and sharing', and 'progress and moving forward'. CONCLUSIONS Peer group support provided consistent supervision harnessing the energy and resources of the students and Faculty, without adversely affecting outcomes.
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Affiliation(s)
- Mary-Jane Baker
- Faculty of Health Sciences (67), Univeristy of Southampton Highfield, University Road, Southampton, England SO17 1BJ, United Kingdom.
| | - Elizabeth Cluett
- Faculty of Health Sciences (67), Univeristy of Southampton Highfield, University Road, Southampton, England SO17 1BJ, United Kingdom.
| | - Lorraine Ireland
- Faculty of Health Sciences (67), Univeristy of Southampton Highfield, University Road, Southampton, England SO17 1BJ, United Kingdom.
| | - Sheila Reading
- Faculty of Health Sciences (67), Univeristy of Southampton Highfield, University Road, Southampton, England SO17 1BJ, United Kingdom.
| | - Susan Rourke
- Faculty of Health Sciences (67), Univeristy of Southampton Highfield, University Road, Southampton, England SO17 1BJ, United Kingdom.
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