Emilia Idris, Doris Choy and Chua Bee Leng,
Republic Polytechnic, National Institute of Education, National Institute of Education, Singapore.
Abstract:
Blended learning has become an integral component of the curriculum in institutes of higher learning (IHL)
worldwide. Problem-based Learning (PBL) is a constructivistic learning approach that can facilitate the
development of 21st-century competencies such as self-directed learning (SDL) and collaborative learning
(CL). This study investigated if there are any differences in Polytechnic students’ perceptions of self-
directed learning and collaborative learning between the blended PBL design and the face-to-face PBL
design in terms of self-directed learning and collaborative learning in Singapore. The study adopted a
quasi-experimental approach, with 56 student participants completing a 36-item validated pre/post survey
instrument (MSDLCL). Statistical analyses suggested that in both PBL approaches, students’ perceptions
of self-directed learning with technology and collaborative learning increased significantly. Focus group
discussion results suggested that while students were motivated to complete the assigned PBL tasks, they
preferred to conduct collaborative learning activities in person and work on self-directed learning activities
online.
