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The effects of problem based learning on cognitive flexibility, self-regulation skills and students’ achievements
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Published:
Mar 15, 2016
Updated:
2016-03-15
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Abstract
The purpose of this study is to specify the effects of cognitive flexibility and self-regulation skills on students’ achievements in web mediated problem based programming language learning towards gender and class groups. Self-regulation skills towards web based programming language education is discussed under three dimensions; learning skills, learning strategies and self-efficacy. Level of cognitive flexibility is reviewed by comparison of time and percentage of success. Causal-comparative research model is used in this study where five different class groups are compared in. Furthermore, a web based problem was given to this students and their success is calculates as the grades that they get from each step. As a result, this paper indicates that when the correlation between level of cognitive flexibility and students’ achievements is taken under consideration it is seen that there is a positive linear relationship between them. It can be said that students who have higher cognitive flexibility level also have advanced problem solving skills.
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Keywords: Â web-based learning; problem-based learning; cognitive intelligence, Â self-regulation
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How to Cite
Yucel, Özge, Karahoca, D., & Karahoca, A. (2016). The effects of problem based learning on cognitive flexibility, self-regulation skills and students’ achievements. Global Journal of Information Technology: Emerging Technologies, 6(1), 86–93. https://doi.org/10.18844/gjit.v6i1.394
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References
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computing skills of Taiwan’s vocational students: A quasi-experimental study of a short-term module. Electronic Journal of e-Learning, 5(2), 147-56.
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[18] Stewart, T. M., MacIntyre, W. R., Galea, V. J., & Steel, C. H. (2007). Enhancing problem-based learning designs with a single e-learning scaffolding tool: Two case studies using Challenge FRAP. Interactive Learning Environments, 15(1), 77-91.
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[3] Baş, T. (2007). Web tabanlı eğitime yönelik öz düzenleme becerilerinin sınıf düzeylerine göre karşılaştırılması(The comparison of self-regulation skills across grade levels in web-based education), unpublished thesis.
[4] Chen, C. M., & Chang, C. C. (2014). Mining learning social networks for cooperative learning with appropriate learning partners in a problem-based learning environment. Interactive Learning Environments, 22(1), 97-124.
[5] Delisle, R. (1997). How to use problem-based learning in the classroom. ASCD
[6] Dennen, V. P. (2000). Task structuring for on-line problem based learning: A case study. Educational Technology & Society, 3(3), 329-336.
[7] Dochy, F., Segers, M., Van den Bossche, P., & Gijbels, D. (2003). Effects of problem-based learning: A meta-analysis. Learning and instruction, 13(5), 533-568.
[8] Gallagher, S. A., Stepien, W. J., & Rosenthal, H. (1992). The effects of problem-based learning on problem solving. Gifted Child Quarterly, 36(4), 195-200
[9] Hou, H. T., Chang, K. E., & Sung, Y. T. (2008). Analysis of Problem-Solving-Based Online Asynchronous Discussion Pattern. Educational Technology & Society, 11(1), 17-28.
[10] Jones, R. W. (2006). Problem-based learning: description, advantages, disadvantages, scenarios and facilitation. Anaesthesia and intensive care,34(4), 485.
[11] Lavasani, M. G., Afzali, L., & Afzali, F. (2011). Cooperative Learning and Social Skills. Cypriot Journal of Educational Sciences, 6(4), 186-193.
[12] Lozano, E., Gracia, J., Corcho, O., Noble, R. A., & Gómez-Pérez, A. (2012). Problem-based learning supported by semantic techniques. Interactive Learning Environments, (ahead-of-print), 1-18.
[13] Shen, P. D., Lee, T. H., & Tsai, C. W. (2007). Applying Web-enabled problem-based learning and self-regulated learning to enhance
computing skills of Taiwan’s vocational students: A quasi-experimental study of a short-term module. Electronic Journal of e-Learning, 5(2), 147-56.
[14] Savoie, J. M., & Hughes, A. S. (1994). Problem-Based Learning as Classroom Solution. Educational leadership, 52(3), 54-57.
[15] Schunk, D. H., & Zimmerman, B. J. (1997). Social origins of self-regulatory competence. Educational psychologist, 32(4), 195-208.
[16] Shimic, G., & Jevremovic, A. (2012). Problem-based learning in formal and informal learning environments. Interactive Learning Environments, 20(4), 351-367.
[17] Stepien, W., & Gallagher, S. (1993). Problem-based learning: As authentic as it gets. Educational leadership, 50, 25-25.
[18] Stewart, T. M., MacIntyre, W. R., Galea, V. J., & Steel, C. H. (2007). Enhancing problem-based learning designs with a single e-learning scaffolding tool: Two case studies using Challenge FRAP. Interactive Learning Environments, 15(1), 77-91.
[19] Swindler, G. (2001). Spiro's cognitive flexibility theory. Examining The Theory Through a Literature Review.
[20] Torp, L., & Sage, S. (1998). Problems as possibilities: Problem-based learning for K-12 education. ASCD.
[21] Torp, T. L., 1997. What Is Problem-Based Learning? Wingspread Journal. Web Edition, pp. 1-5.
[22] Wilkie, K., & Burns, I. (2003). Problem-based learning: A handbook for nurses. Palgrave.