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18/10/2017 07:57:08 AM

Using teamwork games to enhance the success of problem-based learning course- P1

1. Introduction

The Problem-based learning (PBL) has been adopted in various disciplines including math, law, education, economics, business, engineering, and physical sciences and etc. (Barge, 2010). It focuses on learners, using real-life problems and situations to stimulate students’ learning which is usually carried out in small group discussions (Shreeve, 2008). Therefore, PBL can be seen as a small group teaching method that combines the acquisition of knowledge with the development of generic skills and attitudes. As teachers and researchers, we have followed the evolution of the education of students in this field at DUY TAN UNIVERSITY. It has come to our attention that the way PBL is applied.  The purpose of this study is to investigate whether teamwork games such as SAVE THE EGG, ZOOM, MINEFIELD, 4-WAY TUG OF WAR, and KEEP IT REAL can be integrated into the Business Administration classes, as the “problems” in the PBL approach, with positive results for both the teachers and students.

The use of games to promote student’s learning has been done in the past to capture student’s interest as we learn better when we are motivated (Mahmoud & Tanni, 2014). Through considerable literature review, an integrated framework of teamwork games and PBL model was found, which provides a solid theoretical foundation for this study. Data were collected from observation of business students in PBL-based courses and a series of interviews with instructors of those courses. The results have shown that the teamwork games leverage students’ skills, such as creative thinking, critical thinking, effective collaboration, and versatile communication. This study affirms the effectiveness of PBL as well as provides an empirical insight into the integration of teamwork games in a PBL-based class.

2. Theoretical background

2.1. Problem-based learning (PBL)

PBL is not a new phenomenon. It is a methodology that has been used before the classroom concepts were introduced which was first applied in business schools (Zabit, 2010). The PBL process consists of intensive small group tutorials with a teacher as the PBL tutor whose role is to facilitate the learning process of the group. Typically five to eight students work together in a group (Lehmann, ChristensenDu & Thrane, 2008). Active discussion and analysis of problems enable students to:

·        learn from each other;

·        apply content knowledge to a practical real-world problem;

·        learn and practice both individual and group communication skills;

·        and evaluate the learning and discovery process they used to achieve their goals and solve the problem.

The PBL process requires students to be actively involved in their own learning so that students in their respective small groups will need to construct their own meaning and understanding of materials or the subject matter to be learned. Students in a PBL group are also required to provide feedback about them as well as to obtain feedback from peers and the tutor. 

2.2. Critical thinking, creative thinking, effective collaboration, and versatile communication

Critical thinking is a key component of 21st-century learning. When a student learns how to think critically, he/she goes beyond memorization and seeks to understand the how and why. Students need to question data, consider various perspectives of issues, determine patterns of information, form judgments, and present individual points of view with evidence and logical reasoning. These are merely a few of the critical thinking skills essential for students to acquire in order to become citizens and productive members of a future workplace (Lai, 2011). Therefore PBL is one of methods that foster critical thinking.

Creativity is as much about the student’s experience because it is about the end result. Students demonstrate creativity in many forms and through multiple learning style preferences. They are encouraged to dream, elaborate and embellish, to be open and responsive to new and diverse ideas, to generate multiple responses and to respond with originality and innovation. When students examine and evaluate ideas from different perspectives, think in new directions, and synthesize information in useful ways, they demonstrate their creative thinking abilities (Sendag, S. & Odabasi, H.F., 2009). Then PBL is also one of the ways that champion creativity.

The concept of collaboration is based on the belief that “the whole is greater than the sum of its parts.” Nowadays, individuals from diverse backgrounds and people with different abilities work together to study and bring resolution to on-going issues or problems. Thus, students must learn how to collaborate with others, respecting each other’s knowledge, cultures, differences, and viewpoints. Multiple and varied learning opportunities should be designed those lead students to value individual contributions. Students can work with partners or in small groups to investigate and collaborate about current learning, or other relevant topics (Bell, 2010).Based on PBL teaching method, collaboration skills could be encouraged.

Whether representing themselves as a group or as individuals, future-ready students must be able to communicate with clarity, focus, energy and passion. Students should learn to move easily from print to non-print, and from communicating face-to-face with peers to communicating through other technological means such as online learning environments. They demonstrate effective communication skills by clearly expressing their thoughts to various audiences and for a range of purposes. The purposes include entertaining, persuading, or informing (Wood, 2003). Thus, PBL oriented class will promote effective communication skills.

MBA. Nguyen Thi My My