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Designing Problem Based Learning for Teachers in Malaysia

Title: Designing Problem Based Learning for Teachers in Malaysia: A Study of the Nine-Step Problem Design Process.
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Name(s): Jamiat, Nurullizam, author
Klein, James D., professor directing dissertation
Adams, Jonathan L., university representative
Dennen, Vanessa P., 1970-, committee member
Jeong, Allan C., committee member
Florida State University, degree granting institution
College of Education, degree granting college
Department of Educational Psychology and Learning Systems, degree granting department
Type of Resource: text
Genre: Text
Doctoral Thesis
Issuance: monographic
Date Issued: 2018
Publisher: Florida State University
Place of Publication: Tallahassee, Florida
Physical Form: computer
online resource
Extent: 1 online resource (118 pages)
Language(s): English
Abstract/Description: The purpose of this study was to investigate the use of the nine-step problem design process (Hung, 2009) to design a problem based learning course. I applied a descriptive case study approach to conduct design and development research (Richey & Klein, 2007). The study was conducted in the Malaysian teacher education setting. In this study, I served both as the researcher and instructional designer of the course. The instructor also involved as co-designer. The student participants were 25 preservice teachers enrolled in a video production course. Various data sources were collected such as a designer log, extant data, surveys, and interviews. The findings indicated that the nine-step problem design process was somewhat suitable in the context of this study due to conditions such as decision-making power, existing materials, lack of knowledge, unclear information of the steps, and time. Therefore, it is recommended that designers have client buy-in when deciding which design model or processes to follow and have some content expertise and experience designing problem based learning. It is also important to have subject matter expert involvement when using the steps to design problem based learning. In regards of participants’ perceptions, the instructor had positive views toward problem based learning and indicated her intention to use it again in the future. However, the instructor felt that designing problem based learning was a challenging and time-consuming task. Overall, the students found problem based learning to be interesting but challenging in terms of completing the video competition and reflection tasks. For future research, performance data such as students’ achievement and problem-solving skills should be collected to inform the effectiveness of the problems developed by using the nine-step problem design process.
Identifier: 2018_Sp_Jamiat_fsu_0071E_14288 (IID)
Submitted Note: A Dissertation submitted to the Department of Educational Psychology and Learning Systems in partial fulfillment of the requirements for the degree of Doctor of Philosophy.
Degree Awarded: Spring Semester 2018.
Date of Defense: January 9, 2018.
Keywords: 3C3R, Design and development research, Nine-step problem design process, Problem based learning
Bibliography Note: Includes bibliographical references.
Advisory Committee: James Klein, Professor Directing Dissertation; Jonathan Adams, University Representative; Vanessa Dennen, Committee Member; Allan Jeong, Committee Member.
Subject(s): Instructional systems -- Design
Persistent Link to This Record: http://purl.flvc.org/fsu/fd/2018_Sp_Jamiat_fsu_0071E_14288
Host Institution: FSU

Choose the citation style.
Jamiat, N. (2018). Designing Problem Based Learning for Teachers in Malaysia: A Study of the Nine-Step Problem Design Process. Retrieved from http://purl.flvc.org/fsu/fd/2018_Sp_Jamiat_fsu_0071E_14288