An inductive interactive and adaptive hybrid problem-based learning methodology: Application to statistics

We have developed an innovative hybrid problem-based learning (pbl) methodology. the methodology has the following distinctive features: i) each complex question was decomposed into a set of coherent finer subquestions by following the carefully designed criteria to maintain a delicate balance between guiding the students and inspiring them to think independently. this learning methodology enabled the students to solve the complex questions progressively in an inductive context. ii) facilitated by the utilization of our web-based learning systems; the teacher was able to interact with the students intensively and could allocate more teaching time to provide tailor-made feedback for individual student. the students were actively engaged in the learning activities; stimulated by the intensive interaction. iii) the answers submitted by the students could be automatically consolidated in the report of the moodle system in real-time. the teacher could adjust the teaching schedule and focus of the class to adapt to the learning progress of the students by analysing the automatically generated report and log files of the web-based learning system. as a result; the attendance rate of the students increased from about 50% to more than 90%; and the students' learning motivation have been significantly enhanced. © school of engineering,taylor's university.