Motivation and Engagement of Learning in the Cooperative  Problem-based Learning (CPBL) Framework

Khairiyah Mohd-Yusof; Syed Helmi Syed Hassan; Mohammad Zamry Jamaludin; Nor Farida Harun

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Conference: 2011 ASEE Annual Conference & Exposition
Location: Vancouver, BC
Publication Date: June 26, 2011
Start Date: June 26, 2011
End Date: June 29, 2011
ISSN: 2153-5965
Conference Session: Project-Based, Inquiry Guided, and High Performance Learning Environments: Effective Approaches
Tagged Division: Chemical Engineering
Page Count: 22
Page Numbers: 22.1080.1 - 22.1080.22
DOI: 10.18260/1-2--18387
Permanent URL: https://strategy.asee.org/18387
Download Count: 481

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Paper Authors

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Khairiyah Mohd-Yusof Universiti Teknologi Malaysia

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Khairiyah is an Associate Professor in the Department of Chemical Engineering, Universiti Teknologi Malaysia (UTM). She is presently the Director at the UTM Regional Centre for Engineering Education. She was previously the Deputy Director at the Centre for Teaching and Learning in UTM. Her main research areas are Process Modeling, Simulation and Control, and Engineering Education. She has been implementing PBL in her courses since 2002 and is also involved in training engineering instructors in teaching and learning throughout Malaysia.

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Syed Helmi Syed Hassan Universiti Teknologi Malaysia

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Mohammad Zamry Jamaludin Universiti Teknologi Malaysia

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Mohammad Zamry is a tutor at the Department of Chemical Engineering, Faculty of Chemical Engineering,Universiti Teknologi Malaysia (UTM), since 2007. He is one of the class facilitators for a third-year chemical engineering course, Process Control and Dynamics, that employs cooperative problem-based learning (CPBL) as the teaching and learning methodology. He also implements CPBL lab for Process Control Laboratory, a lab course for the final year students. Mohammad Zamry is an active member of engineering education research team in UTM. The team is now very progressive in doing research related to cooperative learning (CL), problem-based learning (PBL) and cooperative problem-based learning (CPBL), and providing training for academician from higher institutions in Malaysia on active learning (AL), cooperative learning (CL) and problem-based learning (PBL). His particular research interest is in crafting engineering problems for PBL, and has produced conference papers on book chapter on this matter.

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Nor Farida Harun Universiti Teknologi Malaysia

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Department of Chemical Engineering, Faculty of Chemical Engineering

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Abstract

Motivation and Engagement of Learning in the Cooperative Problem-based Learning (CPBL) Framework AbstractMotivation and engagement in learning is very important for students to understand challengingengineering content. Problem-Based Learning (PBL) is well known for engaging students inlearning. However, the small group PBL tutorials with up to ten students assigned to a dedicatedtutor to facilitate learning common in medical schools is not practical in typical engineeringcourses, which normally have high enrolment.The Cooperative Problem-Based Learning (CPBL) framework integrates Cooperative Learning(CL) principles into the Problem-Based Learning (PBL) cycle to allow implementation byhaving small groups of students in a medium to large class where one instructor can function as afloating facilitator for up to sixty students. Although PBL has constructivist underpinnings,incorporating CL into PBL to become CPBL includes social constructivist principles into themodel. Designed in accordance with constructive alignment, the framework provides asystematic structure to scaffold students in undergoing CPBL step by step to support as well asengage students in learning. The cooperative learning elements in the model drive students tocooperate and support one another to learn as a team, allowing less monitoring from thefacilitator compared to the small tutorial group PBL model.The motivation and engagement of students undergoing CPBL in learning were studied. A casestudy on the implementation of CPBL in the Process Control and Dynamics Course for third yearchemical engineering students is reported. During the course, students go through six CPBLcycles to solve four problems that cover all the course outcomes in one semester. Selectedconstructs of Pintrich’s Motivated Strategy for Learning Questionnaire (MSLQ) relevant to aCPBL class, which are intrinsic and extrinsic goal orientation, task value, control of learningbelief, organization, critical thinking, effort regulation and help seeking, were administered todetermine the effect of CPBL. The results showed a significant increase in students’ engagementand motivation in learning. These findings are further supported by the analysis of students’reflections made at the end of every problem and the course e-learning forum postingsthroughout the semester.

Citation
Format

Mohd-Yusof, K., & Syed Hassan, S. H., & Jamaludin, M. Z., & Harun, N. F. (2011, June), Motivation and Engagement of Learning in the Cooperative Problem-based Learning (CPBL) Framework Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--18387

TY  - CPAPER
AB  -            Motivation and Engagement of Learning in the Cooperative                    Problem-based Learning (CPBL) Framework AbstractMotivation and engagement in learning is very important for students to understand challengingengineering content. Problem-Based Learning (PBL) is well known for engaging students inlearning. However, the small group PBL tutorials with up to ten students assigned to a dedicatedtutor to facilitate learning common in medical schools is not practical in typical engineeringcourses, which normally have high enrolment.The Cooperative Problem-Based Learning (CPBL) framework integrates Cooperative Learning(CL) principles into the Problem-Based Learning (PBL) cycle to allow implementation byhaving small groups of students in a medium to large class where one instructor can function as afloating facilitator for up to sixty students. Although PBL has constructivist underpinnings,incorporating CL into PBL to become CPBL includes social constructivist principles into themodel. Designed in accordance with constructive alignment, the framework provides asystematic structure to scaffold students in undergoing CPBL step by step to support as well asengage students in learning. The cooperative learning elements in the model drive students tocooperate and support one another to learn as a team, allowing less monitoring from thefacilitator compared to the small tutorial group PBL model.The motivation and engagement of students undergoing CPBL in learning were studied. A casestudy on the implementation of CPBL in the Process Control and Dynamics Course for third yearchemical engineering students is reported. During the course, students go through six CPBLcycles to solve four problems that cover all the course outcomes in one semester. Selectedconstructs of Pintrich’s Motivated Strategy for Learning Questionnaire (MSLQ) relevant to aCPBL class, which are intrinsic and extrinsic goal orientation, task value, control of learningbelief, organization, critical thinking, effort regulation and help seeking, were administered todetermine the effect of CPBL. The results showed a significant increase in students’ engagementand motivation in learning. These findings are further supported by the analysis of students’reflections made at the end of every problem and the course e-learning forum postingsthroughout the semester. 
AU  - Khairiyah Mohd-Yusof
AU  - Syed Helmi Syed Hassan
AU  - Mohammad Zamry Jamaludin
AU  - Nor Farida Harun
CY  - Vancouver, BC
DA  - 2011/06/26
PB  - ASEE Conferences
TI  - Motivation and Engagement of Learning in the Cooperative  Problem-based Learning (CPBL) Framework 
UR  - https://strategy.asee.org/18387
DO  - 10.18260/1-2--18387
ER  -