Technology‑supported Blended Problem-based Learning Model for Problem-Solving and Autonomous Learning

Abstract

Problem-solving skills and autonomous learning are crucial abilities for 21st-century students. Yet, due to work and family obligations, mature students face time constraints for education. This study developed an online course platform and mind mapping technology-supported blended problem-based learning (Tech Blended PBL) model to investigate how it affects mature students' achievement, problem-solving skills and autonomous learning. A pre-post test design tested the model effect, using 70 students, randomly assigned to similarly sized experimental and control groups. Data analysis, using MANOVA and t-tests, confirmed that there were significant differences in all three aspects: the average scores of the experimental vs control groups for course achievement were 85% vs 74%, for problem-solving abilities were 83% vs 72% and for autonomous learning 86% vs 75% (Sig. < 0.05). Overall, the Tech-Blended PBL model had a positive impact on all three aspects. A questionnaire answered by students in the experimental class showed that they were satisfied with the new model.