The influence of hybrid problem-based learning on Senior Phase preservice Technology teachers’ self-directed learning abilities
DOI:
https://doi.org/10.17159/bgkjh913Keywords:
Hybrid problem-based learning (hPBL), Interpersonal communication, Learning motivation, Planning and implementing, Self-directed learning abilities, Self-monitoring, Senior Phase preservice Technology teachersAbstract
Hybrid problem-based learning (hPBL) may promote the ability of students to learn independently. This paper explores the impact of hPBL on preservice Technology teachers’ self-directed learning (SDL) abilities. In this case study, a mixed-methods research design was used. The self-directed learning instrument (SDLI) developed by Cheng and colleagues was used to collect quantitative data. For the qualitative data observations, semi-structured individual interviews and self-reflective journals of preservice Technology teachers were used to give more meaning to the quantitative results. In this study, hPBL had positive influences on preservice Technology teachers’ SDL abilities. Employing hPBL had a slightly positive impact on ‘planning and implementation’ as an SDL sub-domain. The preservice teachers’ self-monitoring abilities increased statistically significantly. In addition, the hPBL intervention contributed to a slight improvement in the interpersonal communication abilities of these preservice Technology teachers. It is recommended that hPBL be implemented in larger classes in Technology Education, as well as in longitudinal studies to determine the long-term impact of hPBL on preservice teachers’ SDL abilities.
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