Analysis of Students’ Cognitive Presence and Perception in a Custom-Designed Virtual Problem Based Learning Assignment




virtual, engagement, jigsaw, problem-based-learning


All the teaching and learning activities except laboratory-based practicals remained conducted virtually during the transition from the Covid-19 pandemic to the endemic phase. The problem-based assignment for Pharmaceutical Analysis was conducted virtually.  This study aims to evaluate students’ level of engagement and perception of virtual engagement to complete an online problem-based assignment on real situations using the cooperative Jigsaw model. Jamboard was used as an online communication tool to connect the students and facilitators. The content of the written discussion posted on the Jamboard and the questionnaire survey were analysed to establish the level of engagement. The student’s perception of virtual engagement was based on a questionnaire survey using descriptive analysis.  Analysis of the student’s opinion posted on the Jamboard showed the presence of cognitive, social, and teaching components in the level of engagement during the virtual discussion.  The information from the internet is borderless and the facilitators need to be knowledgeable to explain, guide, and stimulate higher-order thinking among the students. With careful course design, the Jigsaw cooperative activity on real problem-based questions could use to facilitate collaborative problem-solving skills among the students.

Author Biographies

Chee-Yan Choo, Universiti Teknologi MARA

Associate Professor Dr Chee Yan Choo is a lecturer at the Faculty of Pharmacy and has been teaching both organic chemistry and pharmaceutical analysis for 18 years. To make learning enjoying and meaningful she has integrated technology and designed real problem-based learning materials. Her research interest is in the safety and efficacy effect of traditional herbs.

Mathumalar Loganathan Fahrni

Dr Fahrni is a digital health enthusiast whose key interests include applying gamification tools to transform teaching and learning pedagogy into a flipped classroom approach. As a trained pharmacist, she has been involved with studies related to medication adherence challenges and strategies utilized for population-based studies. Before joining the University, she worked as a practising hospital and clinical pharmacist in both public and private healthcare institutions. As such, her other works include health services research, psychosociology and targeted behavioural interventions.

Long Chiau Ming

Associate Professor Dr Long Chiau Ming. Dr Long completed Bachelor of Pharmacy (Hons) and Master of Clinical Pharmacy at Universiti Sains Malaysia. His PhD project successfully provides a comprehensive biorelevant methodology to develop physiologically based pharmacokinetic models and IVIVCs for orally administered amorphous formulations. To date, he has 14 years of academic, research and industrial experiences. He enjoys doing research related to pharmacy education and health services. Dr Long is also the Associate Editor of BMC Health Services Research and Managing Editor of Malaysian Journal of Pharmacy.




How to Cite

Choo, C. Y., Fahrni, M. L. ., & Long, C. M. . (2022). Analysis of Students’ Cognitive Presence and Perception in a Custom-Designed Virtual Problem Based Learning Assignment. International Journal of Emerging Technologies in Learning (iJET), 17(22), pp. 132–143.