Use of Problem-Based Learning as an Instructional Strategy in Online Learning

Abstract

This present study aims to elaborate on the use of the problem-based method as an instructional strategy to produce an engaging online program that can facilitate the student’s learning achievement. Since the students must interact actively with lecturers, other students, and course content, it is necessary that online learning has to involve the use of proper instructional strategy. Contextual practice and learning feedback must be applied to facilitate students’ learning process. This study applied a research and development model of Borg, Gall, and Gall (2007) that adopts the systematic design of instruction of Dick, Carey, and Carey (2005). The online learning course on academic writing was designed and developed by implementing the problem-based method as an instructional strategy. The study involved three systematic and systemic phases of research and development that include: the design phase, development phase, and evaluation phase. This present study involved a subject matter expert, an instructional designer, and a computer programmer. Besides, 36 online learning students participated as respondents in the study. A formative evaluation process was employed to try out and revise the program to ensure that the developed program was used by the intended target audience effectively. At the end of the study, the developed program was evaluated by conducting pre and post-test sessions to get information regarding the impact of the program on students’ learning achievement. The result of the study indicated that implementing a problem-based learning approach significantly impacted students’ learning achievement in academic writing skills.