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首页> 外文期刊>Journal of Engineering & Applied Sciences >Success Factors of Problem based Learning for IT Courses: Measurements on PBL Characteristics, PBL Assessments and PBL Practices
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Success Factors of Problem based Learning for IT Courses: Measurements on PBL Characteristics, PBL Assessments and PBL Practices

机译：基于问题的IT课程的成功因素：PBL特征，PBL评估和PBL实践的测量

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摘要

Recently, a shifting from lecture-based teaching methods in for IT undergraduate courses to a more student-centered learning is called as Problem-Based Learning (PBL). A problem-based learning approach is one of the applicable solutions to strengthen IT student capabilities in critical thinking, problem solving, soft skill such as communication, leadership and team-work skills. Educational Institutions can produce students with the ability of critical thinking, creative and innovative through soft skill. This soft skill is crucial in preparing IT students with honorable values which later may contribute to the success of Malaysian Vision 2020 to increase skilled worker with soft skill ability. To date, there is a lack of statistical evidence to show IT student?s perception of IT courses related to PBL characteristics, PBL assessment and PBL practices. Therefore, this study aims to identify the PBL success factors of IT courses. The survey technique was applied in this study. The self-administered questionnaires were distributed to 119 IT students who had experienced in PBL. The results of reliability test showed the Cronbach?s alpha value for the questionnaire is 0.983. The findings from a descriptive analysis of the PBL characteristics, PBL assessment, PBL practices and PBL perception show that the critical success factors of IT courses that highlighted by the respondents with the mean value of 4 are self-assessment (one of the sub-factor of PBL assessment), Roles of facilitator (one of the sub-factor of PBL Characteristics) constructism and group activity (two sub-factors of PBL practices). These findings may contribute the IT educators in improving their PBL implementation for IT courses and also to the PBL researchers in improving the existing PBL models.
机译：最近，从基于讲座的教学方法转移到IT本科课程到更加学生的学习，被称为基于问题的学习（PBL）。基于问题的学习方法是在批判性思维，问题解决，沟通，领导和团队工作技能等批判性思维，问题解决，软技能中加强IT学生能力之一。教育机构可以通过柔软技能为学生提供批判性思维，创造性和创新的能力。这种软技能在准备尊敬的价值观方面至关重要，以至于后来可能有助于马来西亚愿景2020的成功，以增加具有柔软技能的技术人员。迄今为止，缺乏统计证据表明IT学生对与PBL特征，PBL评估和PBL实践相关的IT课程的看法。因此，本研究旨在确定IT课程的PBL成功因素。该研究在本研究中应用了调查技术。自我管理的问卷分发给119个IT在PBL经历的学生。可靠性测试的结果显示调查问卷的Cronbachα的alpha值为0.983。对PBL特征的描述性分析，PBL评估，PBL实践和PBL感知的调查结果表明，受访者突出的IT课程的关键成功因素是自我评估（其中一个子因素PBL评估），促进剂的作用（PBL特征的子因素之一）构建主义和组活动（PBL实践的两个子因子）。这些调查结果可能会导致IT教育工作者在改善其课程的PBL实施方面，以及PBL研究人员改善现有PBL模型。

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