Empowering students’ collaborative skills sustainability by utilizing problem-based learning as an instructional strategy in online learning

Abstract

This present study aims to elaborate on the use of the problem-based method as an instructional strategy to produce an engaging online program that can facilitate the student’s learning achievement. Since the students must interact actively with lecturers, other students, and course content, it is necessary that online learning involves the use of proper instructional strategies. Contextual practice and learning feedback must be applied to facilitate students’ learning process. This study applied a research and development model of Borg and Gall that adopts the systematic design of instruction of Dick et al. Descriptive and explanatory study designs were used in this research. The study applied a quantitative research methodology by using primary data and a formative evaluation as its instrument. The online learning course on academic writing was designed and developed by implementing the problem-based method as an instructional strategy. The study involved three systematic and systemic phases of research and development that include: the design phase, development phase, and evaluation phase. This present study involved a subject matter expert, an instructional designer, and a computer programmer. Besides, 36 online learning students participated as respondents in the study. A formative evaluation process was employed to try out and revise the program to ensure that the developed program was used by the intended target audience effectively. Online learning using a problem-based method was found to significantly enhance students’ collaborative skills and cognitive competence.

Keywords

• Instructional strategy
• online learning
• problem-based learning
• utilization
• sustainability
• John Chiang, State University of New York, USA