Research Article

PBL LANGUAGE CASE-DESIGN MODEL: THE ISSUE ON ‘ILL-STRUCTUREDNESS’

Volume: 3 Number: 8 August 31, 2017
  • Suraini Mohd-ali
  • Norhaili Massari
  • Normazla Ahmad Mahir
  • Haliza Harun
  • Hazleena Baharun
  • Fariza Puteh-behak
  • Noor Saazai Mat Saad
  • Ramiaida Darmi
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PBL LANGUAGE CASE-DESIGN MODEL: THE ISSUE ON ‘ILL-STRUCTUREDNESS’

Abstract

Problem-Based Learning (PBL) aligns with approaches required in second language learning and teaching in which students learn the target language by practicing it and thus, making it an acceptable pedagogical choice to cater for the need of the language learners. Case/Problem is the core element in PBL. The important characteristics of PBL include students learning with an ill-structured problem in which the problem acts as the starting point to structure the learning agenda. However, due to lack of knowledge and experience in crafting cases and the scarcity of case design models for language, practitioners often find it challenging to employ PBL approach in their classrooms. This research aims to study the feasibility of using the 3C3R Case-Design Model (Hung, 2006) in terms of ‘case ill-structuredness’ in crafting PBL cases for a General English Proficiency (GEP) Course. In this Action Research approach, four steps (planning, action, observation and reflect) were closely followed within two cycles of the action research procedure. Data collection tools were observation checklist and focus group interviews with a group of English language practitioners which was then analyzed using content analysis for emerging themes. The findings revealed some significant themes pertaining to the need for adaptation and inclusion of other components in the model to craft PBL cases for language courses. One of the significant themes was on ‘ill-structuredness’ as a component to be included in the 3C3R model. The findings also suggest the importance of the emerging PBL Language Case-design Model for language teaching which is expected to be a reference not only for English Language practitioners with limited case-design knowledge but also practitioners teaching other languages, for their specific classroom goals.

Keywords

References

  1. Achilles, C. M. & Hoover, S. P. (1996, November). Exploring problem-based learning (PBL) in grades 6-12. Paper presented at the Annual Meeting of the Mid-South Educational Research Association, Tuscaloosa, AL. Albanese, M., & Mitchell, S. (1993). Problem-based learning: A review of the literature on it outcomes and implementation issues. Academic Medicine, 68 (1), 52-81. Caplow, J. H., Donaldson, J. F., Kardash, C. A., & Hosokawa, M. (1997). Learning in a problem-based medical curriculum: Students’ conceptions. Medical Education, 31, 1-8. Chin, C.& Chia, L.G. (2005). Problem-based Learning: Using Ill-Structured Problems in Biology Project Work. Wiley InterScience, De Graaf, E., & Kolmos, A. (2003). Characteristics of problem-based learning. International Journal of Engineering Education, 19 (5), 657-662). Drummond-Young, M. & Mohide, E. A. (2001). Developing problems for use in problem-based learning. In E. Rideout (Ed.), Transforming nursing education through problem-based learning. (pp. 165-191). Boston: Jones & Bartlett. Duch, B. (2001). Writing problems for deeper understanding. In B. Duch, S. E. Groh, & D. E. Allen (Eds.), The power of problem-based learning: A practical “how to” for teaching undergraduate courses in any discipline (pp. 47-53). Sterling, VA: Stylus Publishing. Hung W, Holen JB. (2011). Problem-Based Learning: Preparing Preservice Teachers for Real-World Classroom Challenges. ERS Spectrum, 29(3):29-48. Jonassen, D. H. (2011). Learning to solve problems: A handbook for designing problem-solving learning environments. New York: Routledge. Lambros A. (2004). Problem-based learning in middle and high school classrooms: A teacher’s guide to implementation. Thousand Oaks, CA: Corwin Press. Lohman MC, Finkelstein M. (2000). Designing groups in problem-based learning to promote problem-solving skill and self-directedness. Instructional Science, 28:291-307. Mohd-Ali, S., Baharun, H.,Harun, H., Mat Saad, N.S., Puteh-Behak, F., Massari, N., Darmi, R. and Ahmad Mahir, N. (2016). Problem-Based Learning (PBL) Case-Design Training and Model for Language Practitioners. IIOABJ, 7 (7), 1-3. Mohd-Ali, S., Puteh-Behak F, Saad NSM, Darmi R, Harun H, Samah R. (2016). Tackling the Issue of Credibility in Phenomenographic Interviewing to Capture Problem-Based Learning (PBL) Experience. Mediterranean Journal of Social Sciences, 7(4): 184. Norman GR, Schmidt HG. (1992). The psychological basis of problem-based learning: A review of the evidence. Academic Medicine, 67(9): 557-565. Weiss RE. [2003] Designing problems to promote higher-order thinking. In D. S. Knowlton & D. C. Sharp (Eds.), Problem-based learning in the information age (pp. 25-31). San Francisco: Jossey-Bass. Savin-Baden, M. (2000). Problem-based Learning in Higher Education: Untold Stories. Buckingham: SRHE & Open University Press. Sipes, S. M. (2017). Development of a PBL Matrix for Data Collection. Interdisciplinary Journal of a Problem-Based Learning. 11(1).

Details

Primary Language

English

Subjects

-

Journal Section

Research Article

Authors

Suraini Mohd-ali
Malaysia

Norhaili Massari
Malaysia

Normazla Ahmad Mahir
Malaysia

Haliza Harun
Malaysia

Hazleena Baharun
Malaysia

Fariza Puteh-behak
Malaysia

Noor Saazai Mat Saad
Malaysia

Ramiaida Darmi
Malaysia

Publication Date

August 31, 2017

Submission Date

August 26, 2017

Acceptance Date

July 18, 2017

Published in Issue

Year 1970 Volume: 3 Number: 8

DOI

https://doi.org/10.18768/ijaedu.336211

IZ

https://izlik.org/JA85JM59ZN

Cite

RIS / Bibtex
EndNote
Mohd-ali S, Massari N, Ahmad Mahir N, Harun H, Baharun H, Puteh-behak F, Mat Saad NS, Darmi R (August 1, 2017) PBL LANGUAGE CASE-DESIGN MODEL: THE ISSUE ON ‘ILL-STRUCTUREDNESS’. IJAEDU- International E-Journal of Advances in Education 3 8 243–250.

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