Exploring the Effect of a Collaborative Problem-Based Learning Simulation Within a Technology-Enhanced Learning Environment on Tutor Perceptions and Student Learning Outcomes

Michael Detyna, Francesca Granelli, Tab Betts


Alternative learning experiences and environments are being increasingly investigated, in response partly to technological developments but also following the emergence of the COVID-19 pandemic. Educators have found that pedagogic strategies and learning environments profoundly influence behaviour of students, approach to learning, learning outcomes and overall level of satisfaction. There is nascent literature on how specific pedagogical approaches (in this case, collaborative problem-based learning) and environments (technology-enhanced learning environment: TELE) can positively impact student learning. In this article, the authors explore the value of a technology-enhanced problem-based simulation exercise for achieving learning objectives and engagement. This approach is novel in combining research on active learning, collaboration and simulation within a specific context. This was a mixed-method study, and staff and student participants were engaged, gathering data through several methods, including questionnaires and interviews. The data was analyzed through different methods, including thematic analysis. The results suggested that the pedagogic approach and learning environment explored in this study positively enhanced student understanding of subject content and learners’ ability to apply abstract theories and concepts. Moreover, evidence shows that these interventions increased learner motivation and knowledge retention.   

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DOI: https://doi.org/10.11114/jets.v12i1.6499


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Journal of Education and Training Studies  ISSN 2324-805X (Print)   ISSN 2324-8068 (Online)

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