Video and co-design can be powerful tools to enrich problem-based learning experiences. We explore how a teacher and researcher engaged in co-design of a PBL experience focused on human-centered robotics as well as the resulting design. They explored the question "How can we design a robot that serves a need in our local community?" We…

As mobile phone technology becomes more advanced, so too does its presence in everyday life. Research has shown, for instance, that students are using their mobile phones in classroom settings, a practice that holds both potential advantages and disadvantages. In group work, these interactions may have consequences for group dynamics in that…

The use of problem-based learning (PBL) is gaining attention in the engineering classroom as a way to help students synthesize foundational knowledge and to better prepare students for practice. In this work, we study the discourse interactions between 27 student teams and two instructors in an engineering PBL environment to analyze how…

Higher education faces the challenges of bridging education and authentic work. In addition, it needs to respond to the highly multimodal and participatory communication and content creation practices, preferences, and cultures of present and future students. The aim of our article is to discuss how the use of video triggers and video production…

This paper investigates whether paper and video triggers stimulate different social and cognitive processes during PBL. The study focused on how medical students identified and described problems, and how they built shared cognitions that lead them to diagnose and solve problems. The results showed that students who used video triggers put more…

While problem solving is a relatively well understood process, problem framing is less well understood, particularly with regard to supporting students to learn as they frame problems. Project-based learning classrooms are an ideal setting to investigate how teachers facilitate this process. Using participant observation, this study investigated…

Previous research indicates the importance of student discourse in the construction of knowledge and the fostering of critical thinking skills, especially in the field of problem-based learning (PBL). Further, a growing body of research on game-based learning (GBL) draws parallels between playing certain types of games and the solving of…

In this article we present and discuss the process of developing and implementing a PBL-based course entitled Moving Images in Teaching and Learning that was held at the University of Lapland, Finland. In the course of the project, this fairly traditional face-to-face course was redesigned into a blended PBL course by integrating Web 2.0…

Interdisciplinary problem-based learning (PBL) aims to provide students with opportunities to develop the necessary skills to work with different health professionals in a collaborative manner. This discourse study examined the processes of collective knowledge construction in Japanese students in the tutorials. Analyses of video-recorded data…

This paper reports on a design-based research for designing, implementing, and refining a problem-based learning (PBL) course on educational digital video at the University of Lapland's Faculty of Education. The course builds on a combination of problem solving in small group tutorial sessions and realizing a practical hands-on project during…

The goal of this study is to examine how to facilitate cross-cultural groups in problem-based learning (PBL) using online digital tools and videos. The PBL consisted of two video-based cases used to trigger student-learning issues about giving bad news to HIV-positive patients. Mixed groups of medical students from Canada and Hong Kong worked with…

PBL is described as small-group collaborative learning; however, literature on how collaboration is enacted in PBL contexts is limited. A two-year ethnographic study examined the experiences and responses of Asian students to the obligations of PBL in a Western context. Participant-observation, videotape data, and video-stimulated recall…

This paper describes an analysis of facilitation of a student-centered problem-based learning group. The focus of this analysis was to understand the goals and strategies of an expert facilitator in support of collaborative learning. This was accomplished through interaction analysis using video data and stimulated recall to examine two PBL group…

While problem-based learning (PBL) has been found to be effective with gifted and average students (Hmelo-Silver, 2004), little is known about its impact on students with special needs. This study examines the perceptions of middle-school students with mild, moderate, and severe disabilities and of their teachers regarding the value of…