Utilizing Hands-on, Collaborative Problem-Based Learning in a Virtual Classroom

Hands-on, Collaborative Problem-Based Learning in a Virtual Classroom

When COVID-19 forced teachers and students into virtual classrooms, there were overwhelming obstacles to overcome. How do you create a cohesive learning environment where students are still able to work together and participate in hands-on projects, like they do in a physical classroom? For some subjects it seemed impossible at first. For chemistry, you can’t send the students chemicals and lab equipment so they can perform the experiments at home. For biology, you can’t ask the students to dissect a frog at their dining room table. But when you immediately say “can’t,” it takes away so many possibilities. Instead, when you think of how to make these opportunities possible in a virtual setting, it opens so many doors. You just have to find the right instructional strategies and materials to make it work successfully.

Problem-based learning (PBL) is an instructional approach in which learners actively engage with real-world problems, developing problem-solving, critical thinking, and self-directed learning skills. It emphasizes student-centered inquiry, where learners work in groups to identify what they need to know and learn by investigating and solving complex issues (Reiser & Dempsey, 2018). PBL was a learning strategy heavily utilized in the science-based summer programs I helped create for 3rd-9th graders. When our programs had to become virtual virtually overnight, we faced the same problems as formal classrooms. Our programs were known for allowing kids to take risks and try new things that they normally wouldn’t have the chance to try. We were there to provide programs that encouraged collaborative work where the instructions weren’t always given step-by-step. To continue the use of PBL and the collaboration it creates, we ended up sending the necessary supplies directly to the students’ homes. To demonstrate how hands-on PBL can still be utilized in a virtual setting, I will use the example of teaching 3rd graders about circuits and them tasking them with building their own night lights.

Active, Self-Directed Learning

In a virtual science class, PBL encourages students to actively engage with learning materials by independently researching and solving real-world problems. This approach encourages self-directed learning, a key principle in PBL. Research shows that active participation and problem-solving tasks lead students to take ownership of their learning process, improving both knowledge retention and application (Wong & Kan, 2022). For example, 3rd graders were given battery packs, coin batteries, alligator wires with clips, and a mini-LED. After a very brief discussion on what a circuit is to ensure all students had the same background knowledge, they were told to make the LED light up. The students were encouraged to help each other once they solved the problem. This activity allowed students to explore different concepts and apply them in real-world context. This aligns with Reiser and Dempsey’s (2018) emphasis on self-regulated learning, where learners manage their own learning goals, reflecting on their process and making adjustments as needed.

Collaboration and Communication Skills

Collaboration in virtual science classes is key to PBL's success. In a virtual setting, students can work in small groups to solve complex problems using online communication tools such as discussion boards, video calls, or collaborative platforms like Google Docs. Our virtual programs were done using Zoom. Studies highlight the importance of group work in fostering peer interaction, critical thinking, and communication skills (Pietarinen et al., 2020). After creating successful circuits, the students were given supplies to create their own nightlight. The first step was drawing the circuit they were going to create directly onto their base, a way to safely practice circuits while still having the change to problem solve. The students were split into two groups, each group having their own Zoom break-out with an adult. In the room, as they worked, they had to first ask each other for help and talk through their thinking process. By the time each student had a successful circuit drawn, very little help was required of the adults. Collaborative learning not only enriches the understanding the concepts but also builds essential teamwork and problem-solving abilities, which are important skills in any group setting (Reiser & Dempsey, 2018).

Intrinsic Motivation and Real-World Application

PBL's focus on real-world relevance is crucial for maintaining intrinsic motivation, especially in virtual environments. According to Smith et al. (2022), presenting learners with problems that are applicable to real-life situations significantly increases engagement. In our virtual class, the students had to turn their drawn circuit into a working nightlight using battery packs, copper tape, and LEDs, materials that most had never worked with prior to that day. Once the lights were working, they could decorate them however they wanted to make it their own. They also got to keep and use their creation. By connecting a high-level science concept with a familiar object, students find the learning process more meaningful and are more likely to stay motivated. This ties into Keller’s ARCS model of motivation, where relevance is key to maintaining learner interest (Reiser & Dempsey, 2018). The hands-on application of science to these real-world problems helps students see the value of what they are doing beyond the virtual classroom, making the lessons more impactful and long-lasting.

Utilizing hands-on, collaborative problem-based learning was not only possible in a virtual setting, but extremely successful. The students left with working night lights and a clear understanding of what circuits are and how to create basic ones. Beyond circuits, this method was utilized across STEM disciplines for all of our programs. I highly recommend the use of problem-based learning in any virtual teaching setting. 

References

• Pietarinen, T., Volet, S., Lehtinen, E., & Vauras, M. (2020). Affect in peer group learning during virtual science inquiry: Insights from self-reports and video observations. Frontiers in Psychology, 10, 2981. https://doi.org/10.3389/fpsyg.2019.02981

• Reiser, R. A., & Dempsey, J. V. (2018). Trends and issues in instructional design and technology (4th ed.). Pearson.

• Smith, K., Maynard, N., Berry, A., Stephenson, T., & Spiteri, T. (2022). Principles of problem-based learning (PBL) in STEM education: Using expert wisdom and research to frame educational practice. Education Sciences, 12(10), 728. https://doi.org/10.3390/educsci12100728

• Wong, F. M. F., & Kan, C. W. Y. (2022). Online problem-based learning intervention on self-directed learning and problem-solving through group work: A waitlist-controlled trial. International Journal of Environmental Research and Public Health, 19(2), 720. https://doi.org/10.3390/ijerph19020720