Collaborating Courses through Problem-Based Blended Learning: Analysis of Students' Perspectives
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| Title: | Collaborating Courses through Problem-Based Blended Learning: Analysis of Students' Perspectives |
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| Language: | English |
| Authors: | Enny Susiyawati, Erman Erman, Tutut Nurita, Ahmad Qosyim, Fikky Roqobih |
| Source: | Journal of Problem Based Learning in Higher Education. 2025 13(1):248-269. |
| Availability: | Aalborg University Press. Skjernvej 4A, 2.sal, 9000, Aalborg, Denmark. Web site: http://journals.aau.dk/index.php/pbl |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Student Attitudes, Problem Based Learning, Blended Learning, Undergraduate Students, Interdisciplinary Approach, Cooperative Learning, Learner Engagement, Outcomes of Education, Universities, Foreign Countries, Ecology, Anatomy, Physiology, Science Education, Barriers |
| Geographic Terms: | Indonesia |
| ISSN: | 2246-0918 |
| Abstract: | This study explores students' perspectives on the integration of Problem-Based Learning (PBL) and Blended Learning (BL) in a collaborative course environment. By examining a cohort of undergraduate students across two interdisciplinary courses, the research aims to understand how these pedagogical approaches influence student collaboration, engagement, and perceived learning outcomes. Data were collected through surveys and one-to-one semi-structured interviews, revealing that students generally appreciated the flexibility and interactive nature of BL and active learning of PBL. However, few students faced challenges with team coordination, time management, and guidance intensity during the PBBL implementation. The study concludes with recommendations for educators to enhance collaborative learning through strategic course design. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1492573 |
| Database: | ERIC |
| Abstract: | This study explores students' perspectives on the integration of Problem-Based Learning (PBL) and Blended Learning (BL) in a collaborative course environment. By examining a cohort of undergraduate students across two interdisciplinary courses, the research aims to understand how these pedagogical approaches influence student collaboration, engagement, and perceived learning outcomes. Data were collected through surveys and one-to-one semi-structured interviews, revealing that students generally appreciated the flexibility and interactive nature of BL and active learning of PBL. However, few students faced challenges with team coordination, time management, and guidance intensity during the PBBL implementation. The study concludes with recommendations for educators to enhance collaborative learning through strategic course design. |
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| ISSN: | 2246-0918 |
