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Developing higher-order thinking through blended problem-based learning
Mr TONG, Edmond Tak FaiSchool of Nursing,
Dr Paula HodgsonEducation Development Centre,
Hong Kong Polytechnic University, Hong Kong SAR, China
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported License.
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Blended learning
face-to-face mode
online mode
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Background
• Year 3 students of a four-year Bachelor of Science (Nursing) programme
• Class of 124 students• Five groups were randomly formed• 3 cases were reconstructed from real
cases and each case was split into 3 parts.
• Case analysis: Face-to-face tutorials & online tasks (5%):– Based on each case, students posted
topics, issues and hypotheses, peer group members were to post subsequent threaded discussions.
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Blended PBL
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Bloom’s taxonomy
Categories in the cognitive domain of Bloom's Taxonomy (Anderson & Krathwohl, 2001)
Source: http://edorigami.wikispaces.com/Bloom's+and+ICT+tools
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4 categories of learning challenge
Remember
Understand
Apply / Analyze
Evaluate / Create
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Results and findings
• Group participation (5 groups)
• Referencing sources (websites, books, and journals)
• Distribution of the four categories modified from Bloom’s taxonomy in online forum discussion
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Group participationN=124
0
10
20
30
40
50
60
70
80
90
G1 G2 G3 G4 G5
Remember
Understand
Apply/Analyse
Evaluate/ Create
Most active
Least active
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Online case discussion Discussion topics created by students of Sophie’s case• Sophie may suffer from left tympanic bone facture (8 postings)• The fluid in her left eye (2 postings)• The initial management of head injury (17 postings)• Brain death of Sophie (13 postings)• The organ donation card (3 postings)• Consequences of CSF leakage & Temporal bone fracture (1 posting)• Assessing her level of consciousness in hospital (2 postings)• Patient and Family Psychological Support (3 postings)• Alcoholic Effects on the Brain (6 postings)• Mechanical Ventilation (1 posting)• Management on ventricular cartherter (6 postings)• Craniectomy (3 postings)• More information about Craniectomy (5 postings)• Management of Increased ICP in Part 2 (28 postings)• Shivering ??? (13 postings)• The cause of vertigo (7 postings)• Purpose for using steroid and side effects related to appearance (6 postings)• …
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Supporting discussion with references
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Referencing sources
Use of referencing material
0
50
100
150
200
250
S1 S2 S3
Scenario
Website
Book
Journal
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Distribution of the four categories identified from student postings in 3 cases
0
20
40
60
80
100
120
Remember* Understand Apply/Analyse* Evaluate/ Create
S1
S2
S3
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Significantly different between cases
• “Remember” were significantly different between cases, c2 (2, N = 559) = 28.0, p < .001
• Similar findings were seen in the postings categorized as “Analyse/Apply” with c2 (2, N = 559) = 8.66, p < .013
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Mapping top / low 10% students in examination with uses of referencing materials in online forum
Use of referencing material among the top & low 10% performers
0
5
10
15
20
25
30
35
40
Journal Book Website
LOW
HIGH
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Distribution of the 4 categories of top / low 10% students examination with student participation in online forum
0
5
10
15
20
25
30
35
Remember Understand Apply/Analyse Evaluate/ Create
Low
High
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Conclusion
• Nurturing supportive and open learning environment is essential
• Students were engaged in graded tasks• Increased percentage of postings for three cases:
S1 (31 percent)S2 (32 percent) S3 (37 percent)
• Improved quality of discussion gradually emerges An increase in the number of postings in
‘apply and analyse’ in S2 and S3 A decrease in the number of postings in ‘remember’ in S2 and S3
• Continuing support from facilitator