Impacts of m-DPBL Approach towards Computer Networks Teaching and Learning Process

Sri Winarno, Kalaiarasi Sonai Muthu, Lew Sook Ling

Abstract


Multimedia learning helps students understand concepts. Almost all subjects nowadays require multimedia to accomplish their learning objectives, one of them being the Computer Networks course. However, the major population of institutions follows a traditional approach to teaching when it comes to the Computer Networks subject. Abstract concepts and principles are described by the lecturer orally and followed by illustrating some examples using the whiteboard. This situation has decreased students’ interest and problem-solving skills. Therefore, innovation of the learning model is imperative for a new development. This study discusses the impacts of multimedia teaching and learning of Computer Networks in the Direct Problem-Based Learning (m-DPBL) approach. A quasi-experimental group with pre-test and post-test design was used. Third-year students (N=276) who took Computer Networks subject from two different departments in Dian Nuswantoro University, Indonesia and five lecturers participated in this study. Two selected instructional approaches; one used direct instruction lecturer approach while the other used the m-DPBL approach. Standardised questionnaires of attitude, interest, and creative thinking, teamwork, and knowledge abilities were administered before and after three weeks. Learning outcomes were significantly positively (Sig. p =.000) in terms of students’ attitude, interest (Sig. p =0.001), and knowledge (Sig. p = .000). There were differences in the mean scores between direct instruction and the m-DPBL approach. Students’ attitude mean score increased 2.15 points (7,8%), students’ interest mean score increased 1.34 points (4,4%), and students’ knowledge mean score increased 11.22 points (25,9%).

Keywords


Traditional teaching, multimedia learning, direct problem-based learning

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Copyright (c) 2018 Sri Winarno


International Journal of Emerging Technologies in Learning. ISSN: 1863-0383
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