A Miscellaneous Adoption of Problem-Based, Task-Based, and Project-Based Learning in Higher Maritime Education: A Case Study at Dokuz Eylül University Maritime Faculty

Year 2012, Volume: 2 Issue: 3, 159 - 166, 01.12.2012

Mustafa Kalkan D. Ali Deveci A. Güldem Cerit Yusuf Zorba Ender Asyalı

Abstract

While adopting a particular teaching/learning method to be practiced at higher education, the overall aim has to be taken into consideration. The prevalent view reveals that the undergraduate, when having completed higher education, is assumed to have been equipped with general intellectual abilities and perspectives; higher order thinking and higher order cognitive abilities; and intellectual transferable skills to be activated as elements providing and triggering functionality in interpersonal relations, teamwork, problem-solving, decision-making, effective communication, and leadership. It should also be kept in mind that the recent trends seem to have shifted from theory to practice, from specific to general, and from general educational aims to general transferable competencies. Particularly, since the last quarter of the 20th century, a great wealth of studies on cognitive and educational psychology has favored active and cooperative learning methods. In pursuit of more effective means of education, certain effortful investigations have pointed out that shifting from the conventional teaching methods to active learning would promote the quality of higher maritime education. As a consequence, since 2002, problem-based learning has been adopted, improved and supplemented by task-based learning and project-based learning at Dokuz Eylül University Maritime Faculty. The purpose of this study is to clarify how such a change in higher maritime education has been managed. A thorough literature review providing cognitive support to this shift is briefed in the Introduction. Each of the other sections of this study describes the learning activities practiced along with an overall evaluation, pros and cons, of the miscellaneous adoption of the three instructional methods. Although each of the mentioned three instructional methods has quite widely been adopted and implemented by many European higher educational institutions particularly since mid 20th century, implementing a combination of them in such a manner that they supplement one another could be considered to be quite a new approach. Hence, this study is believed to set a courageous example that worths a try for the other higher maritime education institutions.

Keywords

Higher education, higher maritime education, problem-based learning, project-based learning, task-based learning.

Denizcilik eğitiminde probleme dayalı, göreve dayalı ve projeye dayalı öğrenim yöntemleri karmasının uygulanması: Dokuz Eylül Üniversitesi Denizcilik Fakültesi örneği

Abstract

Yükseköğretimde belirli bir öğretim/öğrenim yöntemi benimserken genel hedef dikkate alınmalıdır. Günümüzde ağırlıklı olarak öne çıkan yaklaşım, yükseköğrenimini bitirdiğinde bir mezunun, karşılıklı ilişkilerde, takım çalışmalarında, problem çözmede, karar verme süreçlerinde etkili iletişim ve liderlik konularında işlevsellik kazandırıcı ve tetikleyici öğeler olarak kullanılmak üzere genel entelektüel yetkinlikler ve yaklaşımlar, yüksek düzeyde düşünme ve bilişsel beceriler ile aktarılabilir/transfer edilebilir beceriler ile donatılmış olması gerektiğini ortaya koymaktadır. Ayrıca son eğilimlerin kuramdan uygulamaya, özelden genele ve genel eğitim amaçlarından genel transfer edilebilir yetkinliklere doğru yönelmiş olduğu da göz önünde bulundurulmalıdır. Özellikle yirminci yüzyılın son çeyreğinden bu yana bilişsel ve eğitim psikolojisi konulu çok sayıdaki çalışmada aktif ve işbirlikli öğrenme yöntemlerinin olumlu etkileri ve önemi vurgulanmaktadır. Daha etkili öğrenme yöntemleri arayışı doğrultusundaki çabalar/araştırmalar geleneksel öğretim yöntemlerinden aktif öğrenme yöntemine geçişin denizcilik eğitiminde kaliteyi arttıracağını işaret etmektedir. Bu gelişmelerin yakından izlenmesi sonucunda 2002 yılından başlamak üzere Dokuz Eylül Üniversitesi Denizcilik Fakültesinde probleme dayalı öğrenme yöntemi benimsenmiş, geliştirilmiş ve işe dayalı öğrenme ve projeye dayalı öğrenme yöntemleri ile desteklenmiştir. Bu çalışmanın amacı, denizcilik eğitiminde bu yöntem değişikliğinin nasıl gerçekleştirildiği konusuna açıklık getirmektir. Çalışmanın giriş bölümünde, bu geçişe bilişsel destek sağlayan ayrıntılı bir literatür taraması yer almaktadır. Sonraki bölümlerin her birinde, uygulanan öğrenme etkinlikleri ile üç öğretim yönteminin bir arada kullanımının değerlendirilmesi, artı ve eksileri açıklanmaktadır. Özellikle 20. yüzyıl ortalarından bu yana, sözü edilen üç öğretim yönteminin her birinin birçok Avrupa yükseköğretim kurumunda kullanılmakta olmasına karşın, bunların birbirini tamamlayacak şekilde karışımın uygulanması yeni bir yaklaşım olarak değerlendirilebilir. Bu açıdan, bu çalışmanın diğer denizcilik eğitim kurumlarına, denemeye değer böylesi bir eğitim yöntemi değişikliğine başvurmada cesur bir örnek teşkil etmesi umulmaktadır.

Keywords

İşe dayalı öğrenme, problem dayalı öğrenme, projeye dayalı öğrenme, yüksek öğretim, yüksek denizcilik eğitimi.

References

• Albanese, M., and Mitchell, S. (1993). Problem-based learning: A review of literature on its outcomes and implementation issues. Academic Medicine 68, 52-81.
• Alvarstein, V., and Johannesen, L.K. (2001). Problem-based learning approach in teaching lower level logistics and transportation. International Journal of Physical Distribution and Logistics Management, 31(7/8), 557-573.
• Barnett, R. (1992). Improving higher education: total quality care. Bristol: Open University Press.
• Barrows, H. S. (1984). A specific, problem-based, self-directed learning method designed to teach medical problem-solving skills, and enhance knowledge retention and recall. In H.G. Schmidt and, M.L. De Volder (Eds.). Tutorials in problem-based learning, (pp.16-32). Assen: Van Gorcum.
• Barrows, H. S., and Myers, A. C. (1998). Problem-based learning: A total approach to education. South Illinois University, Springfield.
• Bellanca, S. (1997). Active learning handbook for the multiple intelligent class- room. Arlington Heights, IL: IRI/Skylight Training and Publishing Inc.
• Bligh, J. (2000). Problem-based learning: The story continues to unfold. Medical Education, 34, 688-689.
• Blumenfeld, P.C., Soloway, E., Marx, R.W., Krajcik, J. S., Guzdial, M., and Palinscar, A. (1991). Motivating project-based learning: sustaining the doing, supporting the learning. Educational Psychologists, 26, 369- 398.
• Brown, G., and Atkins, M. (1994). Effective teaching in higher education. London: Routledge.
• Cardellini, L. (2002). An interview with Richard M. Felder. Journal of Science Education, 3(2), 62-65.
• Cerit, A. G., Deveci, D. A., Erdoğan, B., Gündüzalp, C. G., Pınar, R. ve Şalk, M. (2006). Deniz işletmeciliği ve mühendislik öğrencilerinin projeye dayalı öğrenime ilişkin değerlendirmeleri. III. Aktif Eğitim Kurultayı Bildiriler Kitabı, İzmir.
• Comp, G. (1996). Problem-based learning: A paradigm shift or a passing fad? Medical Education Online, 1, 2.
• Deveci, D. A., Zorba, Y., Alemdağ, Ö., Cerit, A. G. (2006). Evaluation of the impacts of task based learning and project based learning applications on senior maritime students. IMLA 14 Proceedings, Marseille, France, 57-67.
• Dolmans, D. H., Wolfhagen I. H., and Snellen-Ballendong, H. A. (1994). Improving the effectiveness of tutors in problem-based learn- ing. Medical Teacher, 16(4), 368-377.
• Dolmans, D. H., and Schmidt, H. G. (1994). What drives the student in problem-based learning? Medical Education, 28(5), 372-380.
• Dolmans, D. H., and Schmidt, H. G. (1996) The advantages of problem- based curricula. Postgraduate Medical Journal, 72(851), 535-538
• Dolmans, D. H., Bolendang, H. S., and van der Vleuten, C. (1997). Seven principles of effective case design for a problem-based curriculum. Medical Teacher, 19(3), 185-189.
• Duke, C. (1992). The learning university: Towards a new paradigm? Philadelphia: Society for Research into Higher Education & Open University Press.
• Evans, L., and Abbott, I. (1998). Teaching and learning in higher education. London: Cassel Wellington House.
• Felder, R. M., and Silverman, L. K. (1988). Learning and teaching styles in engineering education. Engineering Education, 78(7), 674-681.
• Frederick, P. (1995). Active learning in history classes. In H. C. Foyle (Ed.), Interactive learning in the higher education classroom. Cooperative, collaborative, and active learning strategies (pp. 112-140). Washington, DC: National Education Association.
• Gilbert, A., and Foster, S. (1996.) Experiences with problem-based learning in business and management. Amsterdam: Thesis Press.
• Grave W. S., Boshuizen A. P, and Schmidt H. G. (1996). Problem-based learning: Cognitive and metacognitive processes during problem analysis. Instructional Science, 24(5), 321-341.
• Hursh, D. W., and Ross, E. W. (2000). Democratic social education: Social studies for social change. In D. W. Hursh,, and E. W. Ross (Eds.) Democratic social education: Social studies for social change (pp. 1-22). New York: Falmer Press.
• Kalkan, M. (2010). Problem based learning scenarios for maritime education and training. Izmir: Dokuz Eylül University Publications.
• Kalkan, M. (2004). Uzakyol kaptanı eğitiminde gerekli mesleki tutum oluştur- mada probleme dayalı öğrenim uygulamaları (Problem-based learning appli- cations in providing seagoing masters with the required vocational attitudes). Unpublished PhD Thesis, Dokuz Eylül University, Graduate School of Social Sciences, Izmir, Turkey.
• Kaufman, D. M., and Mann. K. V. (1999). Achievements of students in a conventional and problem-based learning (PBL) curriculum advances in health science education. Advances in Health Sciences Education Theory and Practice, 4(3), 245-260.
• Kelly, A. V. (1995). Education and democracy: principles and practices. London: Paul Chapman Publishing.
• Laurillard, D. (1993). Rethinking university teaching: A framework for the effective use of educational technology. London: Routledge.
• Marker, P. (2000). Not only by our words: Connecting the pedagogy of Paulo Freire with the classroom in democratic social education. In D. W. Hursh,, and E. W. Ross (Eds.) Democratic social education: Social stud- ies for social change (pp. 135-148). New York: Falmer Press.
• Meece, J. L. (1994). The role of motivation in self-regulated learning. In D. H. Schunk, and B. J. Zimmerman (Eds.). Self-regulation of learning and performance: Issues and educational applications (pp. 25-44). Hillsdale, NJ: Lawrence Erlbaum Associates.
• Moens, G. A. (1998). Problem-based learning: Combining enthusiasm and excellence. Brisbane, Queensland: The University of Queensland.
• Moens, G. A. (2007). The mysteries of problem-based learning: combin- ing enthusiasm and excellence. University of Toledo Law Review, 38, 101-110.
• Norman, G. R., and Schmidt H. G. (2000). Effectiveness of problem- based learning curricula: Theory, practice and paper darts. Medical Education, 34(9), 721-728.
• Paker, S., and Kalkan, M. (2002). Problem-based learning at maritime studies: A case study from Turkey. International Maritime Lecturers Association 12th Conference, Shangai Maritime University, Shangai.
• Pressley, M., and McCormick, C. (1995). Cognition, teaching and assess- ment. New York: Harper Collins College Publishers.
• Rugarcia, A., Felder, R. M., Woods, D. R., and Stice, J. E. (2000). The future of engineering education I. A vision for a new century. Chemical Engineering Education, 34(1), 16-25.
• Samuelson, W. G. (1994). The use of group investigation in higher edu- cation. In D. H. Schunk, and B. J. Zimmerman (Eds.). Self-regulation of learning and performance: Issues and educational applications. Hillsdale, NJ: Lawrence Erlbaum Associates.
• Schmidt, H. G. (1993). Foundations of problem-based learning: Some explanatory notes. Medical Education, 27(5), 422-432.
• Thomas, R. E. (1997). Problem-based learning: measurable outcomes. Medical Education, 31(5):320-329.
• Vernon, D. T. A., and Blake, R. L. (1993). Does problem-based learning work? A meta analysis of evaluative research. Academic Medicine, 68(7), 550-563.
• Woods, D. R., Felder, R. M., Rugarcia, A., and Stice, J. E (2000). The future of engineering education III. Developing critical skills. Chemical Engineering Education, 34(2), 108-117.