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

Authors

DOI:

https://doi.org/10.3991/ijet.v17i22.32777

Keywords:

virtual, engagement, jigsaw, problem-based-learning

Abstract


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.

Cover iJET Vol. 17 No. 22 (2022)

Downloads

Published

2022-11-28

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. https://doi.org/10.3991/ijet.v17i22.32777

Issue

Vol. 17 No. 22 (2022)

Section

Papers

License

Copyright (c) 2022 Chee-Yan Choo, Mathumalar Loganathan Fahrni, Long Chiau Ming

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

The submitting author warrants that the submission is original and that she/he is the author of the submission together with the named co-authors; to the extend the submission incorporates text passages, figures, data or other material from the work of others, the submitting author has obtained any necessary permission.
Articles in this journal are published under the Creative Commons Attribution Licence (CC-BY What does this mean?). This is to get more legal certainty about what readers can do with published articles, and thus a wider dissemination and archiving, which in turn makes publishing with this journal more valuable for you, the authors.
By submitting an article the author grants to this journal the non-exclusive right to publish it. The author retains the copyright and the publishing rights for his article without any restrictions.
This journal has been awarded the SPARC Europe Seal for Open Access Journals (What's this?)