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Article: Qualitative and quantitative analysis of the students’ perceptions to the use of 3D electronic models in problem-based learning

TitleQualitative and quantitative analysis of the students’ perceptions to the use of 3D electronic models in problem-based learning
Authors
Issue Date2017
PublisherLaboratory of Knowledge Management & E-Learning, Faculty of Education, The University of Hong Kong. The Journal's web site is located at http://www.kmel-journal.org/ojs/index.php/online-publication
Citation
Knowledge Management & E-Learning: An International Journal, 2017, v. 9 n. 2, p. 128-142 How to Cite?
AbstractFaculty of Dentistry of the University of Hong Kong has introduced innovative blended problem-based learning (PBL) with the aid of 3D electronic models (e-models) to Bachelor of Dental Surgery (BDS) curriculum. Statistical results of pre- and post-semester questionnaire surveys illustrated compatibility of e-models in PBL settings. The students’ importance ratings of two objectives “Complete assigned tasks on time” and “Active listener”, and twenty-two facilitator evaluation items including critical thinking and group problem-solving skills had increased significantly. The students’ PBL preparation behavior, attentions to problem understanding, problem analysis, and learning resource quality were also found to be related to online support of e-models and its software. Qualitative analysis of open-ended questions with visual text analytic software “Leximancer” improved validity of statistical results. Using e-model functions in treatment planning, problem analysis and giving instructions provided a method of informative communication. Therefore, it is critical for the faculty to continuously provide facilitator training and quality online e-model resources to the students.
Persistent Identifierhttp://hdl.handle.net/10722/244780
ISSN
2015 SCImago Journal Rankings: 0.294

 

DC FieldValueLanguage
dc.contributor.authorWong, HM-
dc.contributor.authorMA, KW-
dc.contributor.authorYang, YX-
dc.contributor.authorYiu, CKY-
dc.contributor.authorYang, Y-
dc.date.accessioned2017-09-18T01:58:56Z-
dc.date.available2017-09-18T01:58:56Z-
dc.date.issued2017-
dc.identifier.citationKnowledge Management & E-Learning: An International Journal, 2017, v. 9 n. 2, p. 128-142-
dc.identifier.issn2073-7904-
dc.identifier.urihttp://hdl.handle.net/10722/244780-
dc.description.abstractFaculty of Dentistry of the University of Hong Kong has introduced innovative blended problem-based learning (PBL) with the aid of 3D electronic models (e-models) to Bachelor of Dental Surgery (BDS) curriculum. Statistical results of pre- and post-semester questionnaire surveys illustrated compatibility of e-models in PBL settings. The students’ importance ratings of two objectives “Complete assigned tasks on time” and “Active listener”, and twenty-two facilitator evaluation items including critical thinking and group problem-solving skills had increased significantly. The students’ PBL preparation behavior, attentions to problem understanding, problem analysis, and learning resource quality were also found to be related to online support of e-models and its software. Qualitative analysis of open-ended questions with visual text analytic software “Leximancer” improved validity of statistical results. Using e-model functions in treatment planning, problem analysis and giving instructions provided a method of informative communication. Therefore, it is critical for the faculty to continuously provide facilitator training and quality online e-model resources to the students.-
dc.languageeng-
dc.publisherLaboratory of Knowledge Management & E-Learning, Faculty of Education, The University of Hong Kong. The Journal's web site is located at http://www.kmel-journal.org/ojs/index.php/online-publication-
dc.relation.ispartofKnowledge Management & E-Learning: An International Journal-
dc.rightsThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.-
dc.titleQualitative and quantitative analysis of the students’ perceptions to the use of 3D electronic models in problem-based learning-
dc.typeArticle-
dc.identifier.emailWong, HM: wonghmg@hkucc.hku.hk-
dc.identifier.emailYiu, CKY: ckyyiu@hkucc.hku.hk-
dc.identifier.emailYang, Y: yangyanq@hku.hk-
dc.identifier.authorityWong, HM=rp00042-
dc.identifier.authorityYiu, CKY=rp00018-
dc.identifier.authorityYang, Y=rp00045-
dc.description.naturepublished_or_final_version-
dc.identifier.scopuseid_2-s2.0-85021440355-
dc.identifier.hkuros276752-
dc.identifier.volume9-
dc.identifier.issue2-
dc.identifier.spage128-
dc.identifier.epage142-
dc.publisher.placeHong Kong-

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