The application of mobile-learning in collaborative problem-based learning environments

This article describes the design and delivery of a history course in visit historical tourism guild at elementary schools in Taiwan. The course was devised and deployed to supplement learning activities in the traditional classroom. A series of quasi-experiments was conducted with innovative instructional designs, that is, collaborative problem-based learning (PBL) environment, and their combinations. The impacts of these problem-based learning pedagogies on students, instructors, and course design were evaluated. The effects of problem-based learning pedagogies were mostly positive, thus reinforcing the instructor's confidence for further application to the rest of his courses. The authors further discuss the implications for schools, scholars, and teachers who plan to implement, or are already engaged in. In this study, the main goal was to improve students' learning, explore the problem-based learning effects, refine the history course, and reinforce the teacher's professional development. Therefore, mixed methods were applied. Specifically, the case study method was adopted to describe how students and the teacher adapted to the history course, and to detect deficiencies in design ideas and associated implementations for possible remedies in future trials. The authors intervened in students' learning via different instructional designs and deployed quasi-experiments to explore the effects of the intervention. In this study that is PBL class as the first step in our analysis, we used movie of history which about historical tourism guild, and change the classroom to visit historical tourism guild. The instructor designed and explained questions before visit. We need to observe and record students' behavior.