Effects of an online problem based learning course on content knowledge acquisition and critical thinking skills

By Serkan Şendağ, H. Odabaşı. Comput. Educ., 2009

404 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/73f4c89b41e2a4527c924a2e2b3c50635b289597

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Citations in the corpus

The effects of problem-based learning on pre-service teachers' critical thinking dispositions and perceptions of problem-solving ability (2014, background): “A review of the literature demonstrates that most research studies examined the effects of PBL on student success and understanding in the teaching of various chemistry subjects (Aydoðdu, 2012; Bayrak, 2007; Bilgin, ªenocak & Sözbilir, 2009; Kelly & Finlayson, 2007; Özeken & Yýldýrým, 2011; Ram, 199”
Seamless flipped learning: a mobile technology-enhanced flipped classroom with effective learning strategies (2015, background): “The purpose of problem-based learning is to engage students in exploration activities and to use their prior knowledge as well as the information learned in the activity to construct knowledge (S¸endag˘ and Ferhan 2009).”
Teaching Critical Thinking Skills In Higher Education: A Review Of The Literature (2011, methodology): “…active learning techniques (Burbach, Matkin, & Fritz, 2004; Teixeira, 2001; English, 1998; Gelven, 1997; Goodin, 2005), problem based learning (Sendag & Odabasi, 2009; Hesterberg, 2005; Weissinger, 2003; Yuan, Kunaviktikul, Klunklin, & Williams, 2008), inquiry based learning (Magnussen,…”
Effectiveness of Critical Thinking Instruction in Higher Education: A Systematic Review of Intervention Studies (2013, neutral): “Sendag and Odabasi (2009), for example, examined the effect of an online PBL environment involving ill-structured problem scenarios on students’ CT skills.”
Problem-based learning: Creative thinking skills, problem-solving skills, and learning outcome of seventh grade students (2018, background): “So, these principles offer the opportunities to actively process information, trigger prior knowledge, have a meaningful content, and research and organize information (Sendag & Odabasi, 2009).”