The implementation of hybrid problem-based learning to foster Senior Phase Technology student teachers' self-directed learning abilities

Abstract

The information revolution of the 21st century demands continuous, lifelong learning from each individual. Higher education institutions that train students to work in schools are obliged to prepare and equip these students for a changing world. Students preparing to be teachers are key links in the development of awareness to promote and foster self-directedness in learning in the educational setting. One of the teaching and learning strategies that can be used to foster students' self-directed learning (SDL) abilities is hybrid problem-based learning (hPBL). The specific aim of this study was to implement hPBL to foster Senior Phase Technology student teachers' (n = 29) SDL abilities. This study was motivated by one main research question: What is the influence of the implementation of hPBL on Senior Phase Technology student teachers' SDL abilities? To examine this question, the study employed a multiphase explanatory sequential mixed methods single case study research design, wherein the qualitative data findings were used to support and explain the quantitative results. Qualitative data were collected from semi-structured interviews, observations and Technology student teachers' self-reflective journals, while the quantitative data were collected from the SDL instrument and the adapted hPBL questionnaire. The researcher, in collaboration with the Technology module lecturer, designed and planned technology problems that were aligned with the outcomes of the specific module. Thereafter the module lecturer, who acted as facilitator, implemented the hPBL activities for five weeks in the module. From the results of this study it is clear that hPBL had a positive influence on Technology student teachers' (n = 29) SDL abilities. Real-life Technology problems motivated student teachers to learn during the hPBL activities; as a result their learning motivation SDL ability domain was positively influenced. The implementation of hPBL had a slight positive influence on Technology student teachers' planning and implementation as a sub-domain of SDL abilities. It was also concluded that their self-monitoring abilities had a statistically significant increase, with a medium practical significant increase after the hPBL intervention, and had a slight positive influence on Technology student teachers' planning and implementation SDL ability domain. Lastly, based on empirical investigation, it was also concluded that hPBL intervention had contributed to a small improvement of Technology student teachers' interpersonal communication abilities. The quantitative results in this study were supported by the qualitative findings.