The need of an integrated framework for the implementation of blended problem-based learning

Abstract

Since the performances of Malaysian students in Programme for International Student Assessment (PISA) and Trends in Mathematics and Science Study (TIMSS) are found to be lower compared to other participating countries worldwide, the importance of cultivating higher order thinking skills (HOTS) has been highlighted in the National Education Blueprint. The shift from conventional to blended learning, with the integration of face-to-face and online learning offers promising opportunities in realizing the aspirations of the National Education Blueprint. The current study is aimed to propose an integrated framework of blended problem-based learning (blended PBL) in promoting HOTS among Malaysian students. This study employed comparison constant analysis in understanding the possibilities of success of this approach in promoting HOTS.A total of 219 articles published from 2009 to 2014 were selected from: (a) SpringerLink, (b) ScienceDirect, and (c) Taylor & Francis Online. The analyses of 30 articles were carried out based on criterion set for this study in developing the integrated blended PBL framework. In short, the findings of this current study exemplified that blended PBL is effective in promoting HOTS in Malaysian context.