Skip to main content
SpringerLink
Log in

Problem-Based Learning and Computer-Based Scaffolds in Online Learning

  • Chapter
  • First Online:
Online Teaching and Learning in Higher Education

Part of the book series: Cognition and Exploratory Learning in the Digital Age ((CELDA))

  • 1336 Accesses

Abstract

PBL researchers confirm that scaffolding is an essential tool to support students during the problem-solving process. However, PBL has traditionally been conducted in face-to-face settings using collaborative learning groups. Less is known regarding the successful implementation and facilitation of PBL in online learning environments. This chapter explains how an interactive content development tool was used to design, develop, implement, and evaluate three self-directed, computer-based modules to support scaffolding in an online graduate-level course utilizing problem-/project-based learning (PBL). Design-based research was used to study the effectiveness of the learning materials. Qualitative and quantitative data were collected and analyzed to assess the utility of computer-supported scaffolding in assisting students in conceptual and domain-specific knowledge and skills of argumentation. The results show that conceptual hard scaffolds provided an opportunity for students to question their knowledge when solving the problem and encouraged them to dig deeper into the content. However, students’ reasoning skills did not seem to improve in the first iteration of the learning materials.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 89.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 119.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 169.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Barrows, H. S. (1980). Problem-based learning: An approach to medical education. New York: Springer.

    Google Scholar 

  • Barrows, H. S. (1988). The tutorial process. Springfield: Southern Illinois University School of Medicine.

    Google Scholar 

  • Barrows, H. S. (1996). Problem-based learning in medicine and beyond: A brief overview. In L. Wilkerson & W. Gijselaers (Eds.), Bringing problem-based learning to higher education: Theory and practice. New Directions For Teaching and Learning, 68, 3–9. San Francisco: Jossey-Bass.

    Google Scholar 

  • Barrows, H. S. (1996a). Problem-based learning in medicine and beyond: A brief overview. New Directions in Teaching and Learning, 68, 3–9.

    Article  Google Scholar 

  • Barrows, H. S. (1996b). Problem-based learning in medicine and beyond: A brief overview. New Directions in Teaching and Learning, 68, 3–9.

    Article  Google Scholar 

  • Belland, B. R. (2017). Instructional scaffolding in STEM education. https://doi.org/10.1007/978-3-319-02565-0.

  • Belland, B. R., Gu, J., Armbrust, S., & Cook, B. (2013). Using generic and context-specific scaffolding to support authentic science inquiry. In Proceedings of the IADIS international conference on Cognition and Exploratory Learning in Digital Age (CELDA 2013) (pp. 185–192). Fort Worth: IADIS.

    Google Scholar 

  • Belland, B. R., Walker, A., Kim, N., & Lefler, M. (2014). A preliminary meta-analysis on the influence of scaffolding characteristics and study and assessment quality on cognitive outcomes in STEM education. Presented at the 2014 Annual Meeting of the Cognitive Science Society, QuĂ©bec City, Canada.

    Google Scholar 

  • Belland, B. R., Walker, A., Olsen, M. W., & Leary, H. (2015). A pilot meta-analysis of computer-based scaffolding in STEM education. Educational Technology & Society, 18(1), 183–197.

    Google Scholar 

  • Brush, T. A., & Saye, J. W. (2002). A summary of research exploring hard and soft scaffolding for teachers and students using a multimedia supported learning environment. The Journal of Interactive Online Learning, 1(2), 1–12.

    Google Scholar 

  • Cho, K., & Jonassen, D. H. (2002). The effects of argumentation scaffolds on argumentation and problem solving. Educational Technology Research and Development, 50(3), 5–22.

    Article  Google Scholar 

  • Davis, E. A., & Linn, M. C. (2000). Scaffolding students’ knowledge integration: Prompts for reflection in KIE. International Journal of Science Education, 22(8), 819–837.

    Article  Google Scholar 

  • Dolmans, D. H. J. M., De Grave, W., Wolfhagen, I. H. A. P., & van der Vleuten, C. P. M. (2005). Problem-based learning: Future challenges for educational practice and research. Medical Education, 39, 732–741. https://doi.org/10.1111/j.1365-2929.2005.02205.x.

    Article  Google Scholar 

  • Ge, X., Planas, L. G., & Er, N. (2010). A cognitive support system to scaffold students’ problem-based learning in a web-based learning environment. Interdisciplinary Journal of Problem-Based Learning, 4(1). https://doi.org/10.7771/1541-5015.1093.

  • Hannafin, M., Land, S., & Oliver, K. (1999). Open learning environments: Foundations, methods, and models. In C. Reigeluth (Ed.), Instructional design theories and models (Vol. II, pp. 115–140). Mahway: Erlbaum Publishers.

    Google Scholar 

  • Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235–266.

    Article  Google Scholar 

  • Hmelo-Silver, C. E., & Barrows, H. S. (2006). Goals and strategies of a problem-based learning facilitator. The Interdisciplinary Journal of Problem-based Learning, 1(1), 21–39.

    Article  Google Scholar 

  • Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and achievement in problem-based and inquiry learning: A response to Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42(2), 99–107.

    Article  Google Scholar 

  • Jonassen, D. H. (1999). Designing constructivist learning environments. In C. M. Reigeluth (Ed.), Instructional design theories and models: A new paradigm of instructional theory (Vol. II, pp. 215–239). New York: Routledge.

    Google Scholar 

  • Jonassen, D. (2011). Supporting problem solving in PBL. Interdisciplinary Journal of Problem-Based Learning, 5(2), 95–119.

    Article  Google Scholar 

  • Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75–86.

    Article  Google Scholar 

  • Krajcik, J., Blumenfeld, P., Marx, R., Bass, K., Fredricks, J., & Soloway, E. (1998). Inquiry in project-based science classrooms. Journal of the Learning Sciences, 7(3&4), 313–351.

    Article  Google Scholar 

  • Kumar, R., & Refaei, B. (2017). Problem-based learning pedagogy fosters students’ critical thinking about writing. Interdisciplinary Journal of Problem-Based Learning, 11(2). https://doi.org/10.7771/1541-5015.1670.

  • Means, B. (1994). Introduction: Using technology to advance educational goals. In B. Means (Ed.), Technology and education reform: The reality behind the promise. San Francisco: Jossey-Bass.

    Google Scholar 

  • Mills, J. E., & Treagust, D. F. (2003). Engineering education—Is problem-based or project-based learning the answer. Australasian Journal of Engineering Education, 3(2), 2–16.

    Google Scholar 

  • Protopsaltis, S., & Baum, S. (2019). Does online education live up to its promise? A look at the evidence and implications for federal policy. Retrieved from https://mason.gmu.edu/~sprotops/OnlineEd.pdf

  • Puntambekar, S., & HĂĽbscher, R. (2005). Tools for scaffolding students in a complex learning environment: What have we gained and what have we missed? Educational Psychologist, 40(1), 1–12.

    Article  Google Scholar 

  • Quintana, C., Eng, J., Carra, A., Wu, H.-K., & Soloway, E. (1999). Symphony: A case study in extending learner-centered design through process space analysis. In M. G. Williams, M. W. Altom, K. Ehrlich, & W. Newman (Eds.), Proceedings of CHI 99 conference on human factors in computing systems (pp. 473–480). Reading: Addison-Wesley.

    Google Scholar 

  • Reiser, B. J. (2004). Scaffolding complex learning: The mechanisms of structuring and problematizing student work. The Journal of the Learning Sciences, 13(3), 273–304.

    Article  Google Scholar 

  • Savery, J. R. (2006). Overview of problem-based learning: Definitions and distinctions. Interdisciplinary Journal of Problem-based Learning, 1(1), 9–20.

    Article  Google Scholar 

  • Savery, J. R. (2009). Problem-based approach to instruction. In C. M. Reigeluth & A. A. Carr-Chellman (Eds.), Instructional-design theories and models: Building a common knowledge base (Vol. 3). New York: Routledge.

    Google Scholar 

  • Saye, J. W., & Brush, T. (2002). Scaffolding critical reasoning about history and social issues in multimedia-supported learning environments. Educational Technology Research and Development, 50(3), 77–96.

    Article  Google Scholar 

  • Schmidt, H. G., Rotgans, J. I., & Yew, E. (2011). The process of problem-based learning: What works and why. Medical Education, 45, 792–806.

    Article  Google Scholar 

  • ĹžendaÄź, S., & Odabaşı, H. F. (2009). Effects of an online problem-based learning course on content knowledge acquisition and critical thinking skills. Computers & Education, 53(1), 132–141.

    Article  Google Scholar 

  • Simons, K. D., & Ertmer, P. A. (2005). Scaffolding disciplined inquiry in problem-based environments. International Journal of Learning, 12(6), 297–305.

    Google Scholar 

  • Sockalingam, N., Rotgans, J., & Schmidt, H. (2011). Student and tutor perceptions on attributes of effective problems in problem-based learning. Higher Education, 62(1), 1–16.

    Article  Google Scholar 

  • Swanson, H. L., & Deshler, D. (2003). Instructing adolescents with learning disabilities: Converting a meta-analysis to practice. Journal of Learning Disabilities, 36(2), 124–135. https://doi.org/10.1177/002221940303600205.

    Article  Google Scholar 

  • Swanson, H. L., & Lussier, C. M. (2001). A selective synthesis of the experimental literature on dynamic assessment. Review of Educational Research, 71(2), 321–363. https://doi.org/10.3102/00346543071002321.

    Article  Google Scholar 

  • Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press.

    Google Scholar 

  • Wang, F., & Hannafin, M. J. (2005). Design-based research and technology-enhanced learning environments. Educational Technology Research and Development, 53(4), 5–23.

    Article  Google Scholar 

  • Yew, E. H. J., & Schmidt, H. G. (2012). What students learn in problem-based learning: A process analysis. Instructional Science, 40(2), 371–395.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Educational Technology and Literacy, College of Education, Towson University, Towson, MD, USA

    Mahnaz Moallem

  2. Manager of Learning Experience Design, Association of International Certified Professional Accountants, Raleigh, NC, USA

    Elizabeth Igoe

Authors
  1. Mahnaz Moallem
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Elizabeth Igoe
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Mahnaz Moallem .

Editor information

Editors and Affiliations

  1. School of Information Systems & Technology Management, UNSW Business School, Sydney, NSW, Australia

    Pedro Isaias

  2. Department of Digital Systems, University of Piraeus, Piraeus, Greece

    Demetrios G. Sampson

  3. Learning, Design and Technology, University of Mannheim, Mannheim, Baden-WĂĽrttemberg, Germany

    Dirk Ifenthaler

Rights and permissions

Reprints and permissions

Copyright information

© 2020 Springer Nature Switzerland AG

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Moallem, M., Igoe, E. (2020). Problem-Based Learning and Computer-Based Scaffolds in Online Learning. In: Isaias, P., Sampson, D.G., Ifenthaler, D. (eds) Online Teaching and Learning in Higher Education. Cognition and Exploratory Learning in the Digital Age. Springer, Cham. https://doi.org/10.1007/978-3-030-48190-2_8

Download citation

  • DOI: https://doi.org/10.1007/978-3-030-48190-2_8

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-48189-6

  • Online ISBN: 978-3-030-48190-2

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation