1. Willie Yip Department of Computing
Student Workload
Willie Yip
Department of Computing
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2. Background Information
PBL strategy was applied to the Higher Diploma in Information Systems programme in 1999
4 subjects were integrated for Information System Development
Students worked in teams of 5-6
Students gained some PBL experience in year-1
Use real-life application problems offered by the SAO to integrate three subjects in year-2
Moving from PBL to Action Project Learning
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3. Planned study time for students
6 subjects per semester
Class contact hours: 19 per week
Students are expected to work another 24 hours (i.e. 4 hours per subject)
Total of 43 hours per week
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4. Problem-based learning processes (Hybrid approach) supported by IT
Teaching & learning resources are available on the Web
Students work on problem case in teams, use the Web in:
Problem analysis
Identification of areas of learning
Project planning
Each student undertakes independent and small-group learning
The progress of the students can be monitored and feedback is given via the Web
Each group presents its finding through report and presentation
The good work is displayed on the Web for Reflection
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5. Students’ feedback: Time spent on the PBL processes per problem case
Hour
Mins
Understanding the issues in the problem case 2 19
Formulating a project plan with your team 31
Information search through the WWW 6 29
Information search through the library 3 5
Working individually (reading, thinking, writing, etc.) 7 14
Teamwork (discussion, report writing, etc.)
Total 28 52
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7. Learning Outcomes
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8. Comparison with the Faculty of Engineering
Comparison with the Faculty of Engineering
Construct
COMP (N=49)
Faculty (N=301)
p-value
Effect size (Col 2 –Col 3)/S
Career Relevance
3.97 (0.61)
3.46 (0.86)
0.000
0.62
Learning Outcomes
3.92 (0.49)
3.55 (0.73)
0.53
Critical Thinking
3.78 (0.37)
3.45 (0.72)
0.48
Creative Thinking
3.73 (0.45)
3.39 (0.64)
0.55
Lifelong Learning
3.77 (0.40)
3.73 (0.57)
0.532
0.01
Communication Skills
3.97 (0.54)
3.55 (0.78)
0.57
Interpersonal Skills
3.89 (0.36)
3.70 (0.60)
0.004
0.34
Problem-Solving
3.82 (0.31)
3.67 (0.61)
0.016
0.24
Adaptability
3.86 (0.46)
3.81 (0.60)
0.568
0.07
Workload (reversed)
2.53 (0.79)
2.92 (0.87)
0.45
The statistical results indicate a positive learning outcome when compared with past engineering graduates. The results show better outcomes, including learning outcomes, critical thinking, creative thinking, communication skills, interpersonal skills, and problem-solving.
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9. Comparison with the PolyU
Comparison with the PolyU
Construct
COMP (N=49)
Faculty (N=1532)
p-value
Effect size (Col 2 –Col 3)/S
Career Relevance
3.97 (0.61)
3.60 (0.85)
0.000
0.54
Learning Outcomes
3.92 (0.49)
3.60 (0.69)
0.47
Critical Thinking
3.78 (0.37)
3.49 (0.66)
0.44
Creative Thinking
3.73 (0.45)
3.35 (0.65)
0.61
Lifelong Learning
3.77 (0.40)
3.68 (0.59)
0.116
0.16
Communication Skills
3.97 (0.54)
3.66 (0.76)
0.41
Interpersonal Skills
3.89 (0.36)
3.71 (0.63)
0.001
0.30
Problem-Solving
3.82 (0.31)
3.65 (0.58)
Adaptability
3.86 (0.46)
3.79 (0.63)
0.298
0.11
Workload (reversed)
2.53 (0.79)
2.92 (0.95)
0.002
0.39
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10. Students’ views on PBL & APL
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13. Workload impact on Learning
PBL requires a number of skills – problem analysis, project management, self-study (information search), teamwork (collaborative learning) & communication (report writing & presentation)
Workload is dependent on prior study skills
Learning outcomes are directly proportional to efforts
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14. 1st PBL experience
Only subject in the programme (1st semester year-2 ) to introduce PBL
Students worked in teams of 5 to 6
7 problem cases
2 weeks per problem case
Heavy complaints about workload
Students commented “PBL is bad” due to lacking of skills
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15. 2nd PBL & APL experience
4 subjects are integrated (One subject in semester 2 year-1, 3 subjects in year-2 allowing gradual skills development)
Students worked in teams of 5 to 6
3 problem cases followed by real-life project
2 & half weeks per problem case
Less complaints about workload
Students commented “PBL & APL are innovative and effective”
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16. Ways for motivating students to work hard
Exemplifying their good work on the Web (reports & presentation clips)
Use real-life projects after PBL
Good teamwork (peer learning)
Interesting & challenging problem cases/life projects
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17. Reflection PBL should be introduced in semester 1 year-1
(development of study skills and workload will be lighter)
Selected subjects for integration through problem cases
Students favor “hand-on” experience with meaningful project work
Assessments need not be very tight
Openly award students
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18. Conclusion
Students benefit from PBL with IT support through the integration of several subjects
Both problem cases and real-life projects provided better learning outcomes
Students have been motivated to learn better by posting their good work (reports & presentations)
Students enjoyed real-life projects
Workload for both teachers and students is high
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