A Mobile Learning Framework to Support Problem-Based Learning Among Engineering Students

Abstract

ABSTRACT Engineering is a profession, a discipline that can be considered as a field that uses science and mathematics to practically address social needs. Cooperative and collaborative forms of learning with hands-on experience have proven to be the most effective way to learn engineering subjects, as they involve a significant component of practical aspects. In today’s technology-driven world, a teacher is no longer the primary source of knowledge, as their role has shifted to a student-centric facilitator, and providing sufficient practical exposure is a common challenge, especially in engineering education. In this context, Problem Based Learning (PBL) provides opportunities for teachers to work as facilitators to achieve specific learning outcomes and higher education allows students to work with peers. However, this method of course delivery seems time-consuming and requires greater individual attention from the teachers. As a solution, a Moodle mobile plugin (MOOMobiPBL) has been designed, developed, and introduced to enhance PBL among engineering students. The study evaluates the effectiveness of this mobile application by using the Design-Based Research (DBR) methodology. Moodle was selected as the Learning Management System (LMS) to design the mobile plugin. The Barrett T (2006) PBL model has been deployed to conduct surveys with students and teachers to identify the requirements for the design and development of the Moodle App extension prototype. The key outcomes of the study included a generating framework that could aid the development of PBL in mobile-based environments and an interactive design solution that would be user-friendly, effective, and enjoyable with enhanced interaction among teachers and students. Three sets of iterative cycles have been conducted to finalize the prototype. Several improvements were made during the design stage, such as the MOOMobiPBL, which provides the ability to conduct inter-group evaluations, download assessment reports, track individual students based on a diary, and submit different versions of reports submissions. It was also revealed that students are accustomed to traditional teaching methods and are reluctant to absorb TEL techniques unless they are made compulsory. Hence, a blended-learning approach with gradually increased use of TEL techniques is recommended. Even though class size influences the learning activities in the traditional theatre-based education environment, redesigning a course that suits PBL and the use of Moodle, could cater to a range of learning styles such as less capable students getting a chance to meet the pace of the course, while competent students enjoy the challenges in open-ended topics. The developed mobiPBL framework will serve as a resource for teachers as they implement PBL in their classes. Students will also benefit from working in a collaborative learning setting where they are given authentic tasks to complete. It will also serve as a clear roadmap for instructional designers and course developers who are working on PBL-based curriculum development. Furthermore, researchers in engineering education can be employed to aid in the advancement of the field. It utilized six major stages of the Taziar et al model, and the findings demonstrated that it is necessary to have peer, teacher, group, and self-evaluations. The advent of a moodle plugin for the mobile PBL feature will present teachers with a new mode of communication with students and actively facilitate technology-enabled learning. Thus, mobile technology can be used not only for communication and entertainment but also for educational purposes through the execution of appropriate pedagogical strategies, especially in engineering education. Therefore, this research aims to present possible pedagogical strategies that can be used in the construction and use of apps in engineering education, by referring to examples of educational activities that have already been tested at the University of Moratuwa, Sri Lanka. Keywords: Design-Based Research, Engineering Education, Mobile Learning, MoodleApp, Problem Based Learning