Malaysian Online Journal of Instructional Technology (MOJIT) December 2004 ISSN: 1823-1144

Vol. 1, No. 2, pp 58-66

Problem-Based Learning: A Study of the Web-Based Synchronous Collaboration

Fauziah Sulaiman, +Hanafi Atan, +Rozhan M Idrus & *Hisham Dzakiria School of Science and Technology Universiti Malaysia Sabah, Malaysia School of Distance Education Universiti Sains Malaysia, Malaysia ahanafi@usm.my, rozhan@usm.my *Faculty of Communication & Modern Languages Universiti Utara Malaysia, Malaysia hisham@uum.edu.my
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Abstract This article reports the study of student-facilitator and student-student synchronous collaboration in the Web-based learning environment designed using the constructivist Problem-Based Learning (PBL) approach. The treatment sample was exposed to the constructivist PBL Web-based learning environment and involved in the synchronous collaboration as required by the constructivist PBL principle. A pre and post-treatment tests and questionnaire were administered to the students before and after the exposure respectively. The analysis of the data revealed that the student-facilitator collaboration yielded positive educational output and highlighted the importance of the scaffolding by the facilitator in the learning processes that supported both interaction and self-reflection. It reduced task complexity, provided motivation and awareness as well as structure in the learning mechanism. The student-peer collaboration resulted in the enhancement of task performances through the mutual exploration of learning issues, argumentation and weaving of ideas. Highly positive responses were recorded from the respondents in their evaluation of learning outcomes, an indication of the strength of the PBL approach in the enhancement of learning effectiveness and enjoyment and satisfaction in the process. INTRODUCTION The Problem-Based Learning (PBL) is a total approach to education and involves a constructivist approach to learning (Harper-Marinick, 2001). The curriculum consists of carefully designed problems that demand from the learner the acquisition of critical knowledge, problem-solving proficiencies, self-directed learning strategies and team participation skills. The learning processes replicate the commonly used systemic approach to solving problems or meeting challenges that are encountered in life and career (Barrows & Tamblyn, 1980). In PBL, the problem presented to the students at the beginning of the learning process was in the ill-structured format and were neither easily solved nor adhering to a simple formula; did it also not always result in the correct answers. The problem thus served as the organising centre and the stimulus for learning and represented the vehicle that developed students creative and high-order thinking skills. The problem mirrored real-world issues and had to be designed in the context of the learning that followed. It thus contrasted with the prevalent teaching strategies where a concept was first presented in the lecture format, then followed by the end-of-chapter problems. The main characteristics of the PBL approach involves students working collaboratively in small groups, analysing and brainstorming ideas that could lead to a solution to the problem (Duch et al.,

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Problem-Based Learning: A Study of the Web-Based Synchronous Collaboration

2001; Friedman & Deek, 2002). In the collaboration, the construction of knowledge and understanding were through articulation, negotiation and reflections on ideas. Thus the Interactive Collaborative Learning (ICL) may be defined as learning in a group that involves an instructional method which encourages students to work within the learning and knowledge-building communities, exploring each others skills while providing social support and modeling and observing the contribution of each member on a defined academic task (Jonassen, 1995). In ICL, the peer relationships play a significant role in the students educational success (Dennen, 2000; McLouglin & Luca, 2002). When working with peers instead of being alone, anxiety and uncertainty are reduced as learners find their way through complex or new tasks. In general, the reduction of anxiety and uncertainty tends to increase the students motivation and satisfaction with the learning process (Harasim et al., 1997). The ICL pedagogy shifts the focus from the teacher as the contents expert to the role of a facilitator. The teacher assumes the role of a cognitive and meta-cognitive coach rather than the knowledge holder and disseminator. The situation is fundamentally different from the traditional direct-transfer or one-way transmission model in which the instructor is the only source of knowledge or skills (Edelson et al., 1996). The emergence of Information and Communication Technology (ICT) has led to a tremendous interest to incorporate the constructivist PBL approach into the Web-based environment (Oliver & Omari, 1999; Dennen, 2000; Varanelli & Baugher, 2001; Pelletier et al., 2001). The synchronous and asynchronous communication made available by ICT provides a platform for collaborative teacherlearner and learner-learner discussions and this, combined with the accessibility to the immense online resources for information, knowledge and data, fits well with the principles of collaboration and student-centredness of the PBL approach. The collaboration in the Web technology commonly uses the asynchronous e-mail, Web bulletin board postings or synchronous chat facilities. There have been a number of studies on the effect of collaboration in Web-based PBL in various fields and disciplines (Dennen, 2000; Pelletier et al., 2001; Sorensen & Takle, 2001; Song, 2001). Most studies agree with the importance of scaffolding in the PBL approach so that novices develop competence. Scaffolding can be achieved when there exist social, cognitive and affective assistance, on-line resources and peer support. On the other hand, the collaboration among learners encourages them to develop multiple perspectives regarding their tasks and promotes the articulation of different and contrasting views, resulting in a rich and robust knowledge base. The aims of this study are to look at how students perceive the effects of the collaboration in the PBL approach utilising the Web learning environment of an undergraduate Physics course. This Web-based learning environment was specially designed based on the Harper-Marinick Model. The findings of this study will provide insight into the Web-based student-instructor and student-student collaborative processes in terms of learning effectiveness and satisfaction and enjoyment in the learning process. It would also provide valuable information and guidelines in terms of the future designing of PBL approaches in Web-based environments. THE WEB DESIGN A Web-based PBL environment was specially designed and developed for the purpose of this study (http://pppjj.usm.my/fizik/sjh_3/default.html (in Malay)). The design approach was adapted from Harper-Marinick (2001). This model consisted of the following sequences of learning:

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Problem-Based Learning: A Study of the Web-Based Synchronous Collaboration

Introductory Information The students were first required to open and browse through the introductory information pages that provided them with the information and examples regarding the processes of online PBL and the role they should play to accomplish the learning tasks. The process of online PBL is new to most of them and much of the resistance to PBL by students comes from the surprise of doing something unfamiliar and not knowing why the instructor is doing this to them (White, 2001). It is therefore essential to introduce to the students the importance of PBL, why it is important for student learning and how it fits in with the instructors teaching philosophy (White, 2001). Presentation of an ill-structured and real-world problem The problem serves as the organising center and context of learning. It is ill-structured and related to real world issues. The ill-structured problem calls forth critical, creative and high-order thinking and the real world issues appeal to the students desire for resolution/stasis and harmony and must be generated in the context of learning which follows (IMSA, 2001). Duch (2001) illustrated that good PBL problems must engage the students interest and motivate them to probe for deeper understanding of the concept being introduced; they should also be complex enough to require the cooperation of all members in order to work toward a solution; be openended and contain the content objectives of the course. Online collaboration The synchronous chat tool was used and students in a small assigned group of 5-7 students analysed the problem together. Based on their prior knowledge, they determined the information they already had and what information they were still required to possess and had to learn to solve the problem. During this collaboration, they proposed hypotheses to the problem; generated learning issues that were required to solve it; prioritised the learning issues, organised a plan of action required to tackle the related learning issues and assigning individuals to undertake defined tasks. Using this communication tool, the learner actively constructed knowledge by formulating ideas into words with these ideas built upon the reactions and responses of others (Alvi, 1994). In other words, learning took place in an active and interactive environment. During the entire collaboration, the lecturer played the role of facilitation, guiding and monitoring the entire collaborative processes. Online resources Each individual student had his own responsibilities to do research on the learning issues that were assigned to him. In other words, he had to conduct independent studies outside the group. He was required to resort to the online resources for new information, and on an individual basis, had to attempt to find a solution, new information and concepts pertaining to the learning issues assigned to him. The independent study enabled the student to synthesise and construct knowledge to bring resolution to the problem in a way that met the requirements of the task set forth (Orill, 2002). The integration of the online resources with PBL involved providing the links in the designed Web page to the course resources available online. Students had to find and evaluate the broad array of online resources needed for resolving the learning issues. Such an evaluation provides opportunity for them to develop the critical thinking in the context of evaluating online resources and promoting the ability to learn to learn which is the important part of PBL (Watson, 2001).

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Problem-Based Learning: A Study of the Web-Based Synchronous Collaboration

Follow-up online collaboration After the individual students had conducted independent online research on the designated tasks, the groups then reconvened to continue the online synchronous discussion. In this follow-up collaboration, each student reported on the research that he had done, identifying the overlapping issues, reviewing information and reviewing the hypotheses in accordance to the new information gathered by the group. Solution to the problem The processes of online research and follow-up online collaboration can be repeated in a cycle until the group members are satisfied that they have addressed the learning issues and provided answers to the problem that was initially posed to them. The group collectively plans for the presentation of the solution to the problem utilising various online tools made available to it. METHODOLOGY The title of the constructed Web-based learning environment was The Black Body Radiation and the content incorporated into the Web was in accordance to the ZCT 104 Modern Physics course in the curriculum offered to the first year science students enrolled in the School of Physics, Universiti Sains Malaysia (USM). From a total of 460 students registered in the course, 67 students were randomly selected for the study. The research was conducted in a controlled experimental setting. The students were first divided into smaller groups of 20-25 students for each session. They had to be divided into smaller groups because of the limited number of Internet-linked computers available in the Computer Laboratory. In each of the sessions, the students were further divided into smaller learning groups comprising 45 students. They studied the problem collectively and underwent the sequence of PBL processes as described above. The treatment time was one and a half hours and at the end of the treatment, a questionnaire was administered to the students. The questionnaire administered was specially designed to elicit the respondents perceptions towards the effect of the synchronous collaborations that took place during the learning processes. The questionnaire consisted of 28 items and each item was accompanied by a 4-point Likert scale, with 1 denoting the most disagreeable and 4 denoting the most agreeable. The questionnaire was categorised under the dimensions of the student-peer collaboration, the student-facilitator collaboration and the learning evaluation. The Cronbachs alpha reliability coefficient was calculated for each of the dimensions and a high internal consistency for each of the dimensions was obtained as shown in Table 1. Table 1: Internal Consistency of the Questionnaire Dimension Student-Peer Collaboration Student-Facilitator Collaboration Learning Evaluation Number Items 9 8 11 of Chronbachs alpha coefficient 0.907 0.914 0.955

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Problem-Based Learning: A Study of the Web-Based Synchronous Collaboration

The analysis of the data involved extracting the means of each of the items with means of 2.500 representing the equilibrium point. Means greater than 2.500 reflected the degree of the respondents agreement with the statement put forward while means with values less than 2.500 reflected the degree of the respondents disagreement with the statements put forward to them. RESULTS AND DISCUSSION The effects of the synchronous student-facilitator collaborative process in the online PBL environment are shown in Table 2. In general, all statements registered means higher than 2.500, an indication of a high degree of agreement among the respondents towards the statements put forward to them. Table 2: The Effects of Synchronous Student-facilitator Collaboration No 1 2 3 4 5 6 7 8 Statement Interaction with facilitator established effective learning It was easier to learn with the help of facilitator Facilitator helped in my learning Facilitator encouraged my participation It was easy to contact facilitator Facilitator responded promptly on my query Facilitator provided guidance to the construction of new knowledge I experienced quality interaction with the facilitator in terms of learning N 67 67 67 67 67 67 67 67 Mean 3.16 3.18 3.09 3.06 2.96 3.19 3.03 3.31 Std 0.67 0.67 0.65 0.78 0.77 0.47 0.65 0.50

The results clearly highlighted the impact of the synchronous collaborative process between the student and instructor in the learning process. It is evident that the students perceived that they had gained positive educational output from the collaboration with the facilitator ( x =3.09) and this was made possible through the quality interaction ( x =3.31) and the professional guidance provided by the facilitator in the construction of new knowledge ( x =3.03). McCloughlin & Luca (2002) stressed the importance of scaffolding that provides assistance to a learner from a facilitator who helps him to perform a task that would normally not be possible to accomplish through independent and individual work. The scaffolding also motivates the learner, reduces frustration and task complexity and provides structure. The results also showed that the facilitator responded promptly to any query put forward by the students ( x =3.19) and played an effective role in encouraging the participation of the students within the group discussion ( x =3.06). The students also found that the collaborative learning was easier with the help and guidance of the facilitator ( x =3.18) and such interaction established effective learning ( x =3.16). Whittle et al., (2000) reported that synchronous online collaboration with the facilitator provides opportunity for prompt feedback and stimulates a flow of dialogue and online debates. Such collaboration also supports synchronous peer collaboration and group dynamics as well as establishes a sense of community in a group. All these make learning realistic and relevant and allow the students to take control of their learning (Whittle et al., 2000).

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Problem-Based Learning: A Study of the Web-Based Synchronous Collaboration

The effects of student-peer collaboration in terms of the educational processes are shown in Table 3. Again, as in Table 2, most statements registered mean values greater than 2.500, indicating a high degree of agreement among the students towards the statements put forward to them. Table 3: The Effects of Synchronous Student-peer Collaboration No 1 2 3 4 5 6 7 8 9 Statement Interacting with other students helped me greatly in my learning I had a chance to share knowledge with other students I had a chance to cooperate with other students Learning by interacting with other students enhanced my confidence I experienced quality interaction with the other students in terms of learning The interaction enhanced my communication skills The interaction enhanced my confidence to raise my own ideas The Interaction enabled me to value the opinion of other students I managed to link up the different ideas raised in the interaction N 67 67 67 67 67 67 67 67 67 Mean 3.03 3.10 3.21 3.18 3.16 3.21 3.21 3.21 3.39 Std 0.74 0.70 0.69 0.63 0.73 0.67 0.62 0.62 0.58

In terms of the educational output, the student-peer synchronous collaboration in the Web-based PBL had resulted in a positive learning outcome ( x =3.03) through the link-up of different ideas raised in the discussion ( x =3.21), the sharing of knowledge ( x =3.10) among the collaborators as well as the existence of quality interaction in the discussion ( x =3.16). Hiltz et al., (1999) revealed that the motivation of students participating in an online collaborative assignment tends to increase and thus, the amount of active participation and the quality of learning also increase. The collaboration enhances task performances due to the nature of the synchronous environment in which the participation can reflect on their contribution in more depth and without hesitation (Hiltz et al., 1999). Hiltz et al., (1999) also found that students engaged in individual online conditions report lower levels of motivation than those working together in groups online. Putting individuals online to interact with course materials is not as effective as the interaction existing in the traditional classroom. However, using collaborative learning approaches make online learning as least as effective as traditional classroom teaching (Hitlz et al., 1999). Where the aspect of communication was concerned, it was apparent that the collaboration positively contributed to the enhancement of the communication skills of the students ( x =3.21); these students valued the opinion of other students ( x =3.21) and at the same time; they became confident enough to raise their own ideas ( x =3.21). They also realised the importance of cooperating with others in the construction of new knowledge ( x =3.21). Whittle et al., (2000) reported that student-peer collaboration results in the development of communication skills and critical thinking, leading to the discovery of individual leadership skills.
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Problem-Based Learning: A Study of the Web-Based Synchronous Collaboration

Table 4 shows how the students evaluated the learning processes that they experienced. Very high levels of agreement were recorded and these included the learning effectiveness ( x =3.52), ability to connect the factual concept ( x =3.49) and enjoyment of learning ( x =3.25). Other related learning outcomes also achieved high means and these included gaining new knowledge ( x =3.04), learning factual content ( x =3.06), and understanding the learning materials ( x =3.03). Even though the results had been analysed through the students perceived responses and neither an actual task performance analysis nor a relative comparison with other established learning approaches had been carried out, the results provided some degree of indication of the inherent capability of the Webbased PBL in terms of yielding the many positive aspects of the educational outcomes. Table 4: The Evaluation of Problem-based Learning No 1 2 3 4 5 6 7 8 9 10 11 Statement The learning was effective The learning was enjoyable I was satisfied with the learning I learnt with ease This type of learning is suitable for me I could understand the learning materials I could remember the course contents I could grasp the presented facts I have gained new knowledge I could identified the critical issues My ability to connect factual concepts has increased N 67 67 67 67 67 67 67 67 67 67 67 Mean 3.07 3.25 3.03 3.09 2.97 3.01 3.09 3.06 3.13 3.04 3.04 Std 0.66 0.66 0.70 0.62 0.82 0.79 0.73 0.65 0.64 0.71 0.63

As the research was carried out in an experimental setting, we are of the opinion that the results cannot be generalised and should be subject to some degree of uncertainty. For instance, the sample students in this study were those enrolled in a full-time course where social interaction already existed and was a part of daily life. They had also perhaps been engaged in some kind of group discussions for other courses they had enrolled within the programme. The prior existence of a social element would induce the dynamics of interaction resulting in the positive learning outcomes as seen in the perceived responses. Different perceptive outcomes might emerge if the sample of students was taken from distance education courses where the students had no complementary social interaction. Sorensen & Takle (2002) pointed out that the increased quality and quantity in the electronic dialogue is a function of spontaneity and social element in the interaction. The social element is an important function that inhibits or incites the evolvement and the dynamics of the electronic dialogue. It is thus imperative that further studies be carried out using distance education learners to investigate the effects Web-based collaboration and interactivity have on the learning process. SUMMARY The study revealed that the student-facilitator and student-peer collaboration in the constructivist PBL approach in the Web-based learning environment resulted in many positive aspects of the educational outcomes. The synchronous student-facilitator collaboration was perceived to be the effective pedagogy that could result in the enhancement of the learning quality through the engagement of group tasks and the scaffolding provided by the facilitator. The student-peer
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Problem-Based Learning: A Study of the Web-Based Synchronous Collaboration

collaboration enabled the students to link up different ideas and to share knowledge and it induced motivation that contributed to positive learning outcomes. Students also regarded the learning processes to be effective, motivating and satisfying and all these results reflect the inherent capability of the constructivist PBL approach in the Web-based environment in yielding positive educational outcomes. REFERENCES Alvi, M. (1994). Computer mediated collaborative learning: an empirical evaluation MIS Quaterly, 18(2), 50-74. Barrows, H.S. & Tamblyn, R.M. (1980). Problem-Based Learning: an Approach to Medical Education Springer, New York. Dennen, V.P. (2000). Task structuring for on-line problem-based learning: A case study Educational Technology & Society, 3(3), 329-336. Duch, B.J. (2001). Writing problems for deeper understanding. In B.J. Duch, S.E. Groh & D.E. Allen (Eds.). The Power of Problem-Based Learning. Sterling, Virginia: Stylus Publishing, pp. 47- 54. Duch, B.J., Groh, S.E. & Allen, D.E. (2001). Why problem-based learning? A case study of institutional change in undergraduate education. In B.J. Duch, S.E. Groh & D.E. Allen. The Power of Problem-Based Learning. Sterling, Virginia: Stylus Publishing, pp. 3-12. Edelson, D.C., Pea, R.D. & Gomez, L. (1996) Constructivism in the collaboratory. In B G Wilson (Ed.). Constructivist Learning Environment: Case Studies in Instructional Design. Englewood Cliffs, New Jersey: Educational Technology Publication Inc, pp. 151-164. Friedman, R.S. & Deek, F.P. (2002). The integration of problem-based learning and problem solving tools to support distributed learning environments. Paper presented at the 32nd ASEE/IEEE Frontiers in Education Conference, Boston, MA, 6-9 November. Harasim, L., Hiltz, S.R., Teles, L. & Turoff, M. (1997). Learning Networks: A Field Guide to Teaching and Learning Online. The MIT Press, Cambridge, MA. Hiltz, S.R., Cappola, N., Rotter, N. & Turoff, M. (1999). Measuring the importance of collaboration learning for effectiveness ALN: a multi-measure, multi-method approach. In J. Bourne (Ed). Online Education: Learning Effectiveness and Faculty Satisfaction. Center for Asynchronous Learning Networks, Needham, MA, 1, 101-120. Harper-Marinick, M. (2001). Engaging students in Problem-Based Learning. Maricopa Center for Learning and Instruction. http://www.mcli.dist.maricopa.edu/forum/spr01/t11.html IMSA, Illinois Mathematics and Science Academy. (2001). http://www.imsa.edu/team/cpbl/whatis/whatis/slide7.html Jonassen, D.H. (1995). Supporting communities of learners with technology: A vision for integrating technology with learning in schools. Educational Technology, 35(2), 60-63. McLoughlin, C. & Luca, J. (2002). A learner-centered approach to developing team skills through web-based learning and assessment. British Journal of Educational Technology, 33(5), 71-82.
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Oliver, R. & Omari, A. (1999). Using online technologies to support problem-based learning: learners responses and perception. Australian Journal of Educational Technology, 15(1), 58-79. Orill, H.C. (2002). Supporting online PBL: design considerations for supporting distributed problem solving. Distance Education, 23(1), 41-57. Pelletier, J.Y., Ness, G.W. & Murphy, R.J.L. (2001) Problem-based learning using Web-based group discussions: a positive learning experience for undergraduate students. http://aitt.acadiau.ca/research/fps/pelletier2001.PDF Song, T.O. (2001). A study on Web-based small group collaboration for cyber mathematics education. Paper presented at the International Conference on Computer in Education 2001 (ICCE 2001), Seoul, Korea, 12-15 November. http://www/icce2001.org/cd/pdf/p08/KR045.pdf. Sorensen, E. K. & Takle, E.S. (2001). Collaborative knowledge building in Web-based learning. International Journal of E-Learning, Jan-March, 28-32. Varanelli, A. &Baugher, D. (2001). A problem-based, collaborative learning approach to distance education at MBA level: e.MBA@PACE. Business, Education and Technology, Spring, 36-44. Whittle, J., Morgan, M. & Maltby, J. (2000). Higher learning online: using constructivist principles to design effective asynchronous discussion. Paper presented as the NAWEB 2000 Conference. http://naweb.unb.ca/proceedings/2000/whittle.html Watson, G.H. (2001). Problem-based learning and the three Cs of technology. In B.J. Duch, S.E. Groh & D.E. Allen. The Power of Problem-Based Learning. Sterling, Virginia: Stylus Publishing, pp. 109120. White, H. B. (2001). Getting started in problem-based learning. In B.J. Duch, S.E. Groh & D.E. Allen. The Power of Problem-Based Learning. Sterling, Virginia: Stylus Publishing, pp. 69-78.

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