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Research paper | Open Access

May problem-based learning get higher evaluation from student?

Qiuju Yin1, Chenxi Guo2, Chao Dong3, Tianmei Wang4( )
School of Management and Economics, Beijing Institute of Technology, Beijing, China and Sustainable Development Research Institute for Economy and Society of Beijing, Beijing, China
School of Management and Economics, Beijing Institute of Technology, Beijing, China
State Information Center, National Development and Reform Commission, Beijing, China
School of Information, Central University of Finance and Economics, Beijing, China
Show Author Information

Abstract

Purpose

The paper aims to explore the effect of problem-based learning (PBL) embedding degree and education level on individual perception, as well as the moderating effect of nationality.

Design/methodology/approach

The paper first conceptualizes PBL embedding degree which means the extent of applying PBL. It takes an empirical study on an international MBA class in one of the first-class universities in China. An investigation is taken with the designed “PBL-based Cognitive Perception Scale” and an Ordered Probit Model is constructed.

Findings

The findings of this study are as follows: PBL embedding degree has a significant effect on the cognitive perception of student, which varies in different dimensions; the educational level of international student positively affects the cognitive perception toward PBL; and nationality may moderate the relationship between the PBL embedding degree and individual perception.

Originality/value

The paper replenishes the investigation and application of Bloom’s Taxonomy of Learning. By conceptualizing PBL embedding degree, the paper extends the research perspectives of PBL and proposes a subjective method on the evaluation of PBL. The paper also may provide a guidance for PBL curriculum design with sustainable development of education.

Keywords

Subjective perspectiveIndividual perceptionPBL embedding degreeProblem-based learning (PBL)

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International Journal of Crowd Science
Volume 5 Issue 1,
April 2021
Pages 92-111
DOI: 10.1108/IJCS-12-2020-0019
Cite this article:
Yin Q, Guo C, Dong C, et al. May problem-based learning get higher evaluation from student?. International Journal of Crowd Science, 2021, 5(1): 92-111. https://doi.org/10.1108/IJCS-12-2020-0019

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Received: 11 December 2020
Revised: 29 January 2021
Accepted: 01 February 2021
Published: 18 March 2021
© The author(s)

Qiuju Yin, Chenxi Guo, Chao Dong and Tianmei Wang. Published in International Journal of Crowd Science. Published by Emerald Publishing Limited. This article is published under the Creative Commons Attribution (CC BY 4.0) licence. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this licence may be seen at http://creativecommons.org/licences/by/4.0/legalcode
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