Effects of an online problem based learning course on content knowledge acquisition and critical thinking skills

Authors:
Serkan Şendağ;H. Ferhan Odabaşı
Affiliations:
Anadolu University, Graduate School of Educational Sciences, 26470 Eskisehir, Turkey;Anadolu University, Faculty of Education, Department of Computer Education and Instructional Technologies, 26470 Eskisehir, Turkey
Venue:
Computers & Education
Year:
2009

Citing 0
Cited 9

Smart utilization of tertiary instructional modes

Computers & Education
Problem-based learning in calculus course: perception, engagement and performance

EDUCATION'10 Proceedings of the 7th WSEAS international conference on Engineering education
Using freeware to construct a game-based learning system

ICCCI'10 Proceedings of the Second international conference on Computational collective intelligence: technologies and applications - Volume Part II
An agent-based architecture for supporting the workgroups creation and the detection of out-of-context conversation on problem-based learning in virtual learning environments

Proceedings of the 2011 ACM Symposium on Applied Computing
The effects of education compatibility and technological expectancy on e-learning acceptance

Computers & Education
Educational justifications for the design of the ISCARE computer based competition assessment tool

ICWL'11 Proceedings of the 10th international conference on Advances in Web-Based Learning
A blended learning environment for individualized English listening and speaking integrating critical thinking

Computers & Education
Empowering students through digital game authorship: Enhancing concentration, critical thinking, and academic achievement

Computers & Education
The Construction of a Web-Based Learning Platform from the Perspective of Computer Support for Collaborative Design

International Journal of Online Pedagogy and Course Design

Quantified Score

Hi-index	0.00

Visualization

Abstract

This study investigated how the online problem based learning (PBL) approach employed in an online learning environment influenced undergraduate students' critical thinking skills (CTS) and content knowledge acquisition. The pretest-posttest control group design was used in the study. The subjects included the students who were enrolled at the Department of Primary School Mathematics Teaching in Anadolu University Education Faculty. Subjects attended to Computer II course in 2008 spring. Experiment group attended the online PBL course whereas the control group attended the online instructor-led course. Each group consisted of 20 students. Data collection tools consisted of a multiple choice content knowledge acquisition scale and the Watson-Glaser critical thinking skills test. The results of two-way mixed design ANOVA indicated that learning in the online PBL group did not have a significant effect on the content knowledge acquisition scores. It was also revealed that learning in the online PBL group had a significant effect on increasing the critical thinking skills.