This study focuses not only on the development of a UPBL system, but also on proving its usefulness by investigating the progress of students' questioning abilities.
In other words, combining the results of both the unconditional and conditioned HLM models from Tables 6 and 7, we can conclude that all students benefited from UPBL, but that the experienced 6th graders had greater improvement in their questioning abilities than the novice 5th graders.
The UPBL research stages Date Stages Activities 2011/11 Test 1 1st CSILA administered 2011/12 Anchored a.
Development of a ubiquitous problem-based learning system (UPBLS)
In this study, a ubiquitous problem-based learning system (UPBLS) was developed based on the assumption that most novice students start learning by asking intuitively interesting questions, which may not at first seem to be realistic or scientifically relevant.
Furthermore, measurement statistics are provided in the Green Lab (Vogel, Kurti, Milrad, & Kerren, 2011) in UPBLS to present the collected data (see Figure 4).
Based on the UPBLS triangle model, the research combined both the collaborative learning and ubiquitous learning approaches.
In this study, a ubiquitous problem-based learning system, UPBLS, is proposed for conducting in-field inquiry learning activities by providing learning guidance, an online discussion forum, an e-library and a green lab.
From the ecology-investigating activity, it was also found that UPBLS functions as both a learning tool and a stimulus for question raising and peer interactions.