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Direct Problem-Based Learning (DPBL) integrated model

Design · All designs
Evidence · 1 claim (1 for) · 1 study (1 causal), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description

DPBL is a conceptual framework combining direct instruction with problem-based learning activities, designed to improve students' knowledge, creative thinking, and teamwork skills. The article describes it as "a combination of the Direct Instruction and Problem-Based Learning activities" and structures it in three phases covering introduction and identification, application and solution, and evaluation and conclusion. It was modified from the UTM PBL model and applied to a third-year Computer Networks subject.

Design Implications

Context

Requirements

  • Lecturers take the role of presenting theory and objectives, presenting the problem, and monitoring group activities while students work in small groups

Constraints

  • The article considers the approach appropriate for the high levels of education

Target Learners

  • third-year undergraduate Computer Networks students

Learning Goals

  • knowledge
  • creative thinking skills
  • teamwork skills

Claims

Examples

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Key Sources

  • Winarno, S., Muthu, K. S., & Ling, L. S. (2017). Direct Problem-Based Learning (DPBL): A Framework for Integrating Direct Instruction and Problem-Based Learning Approach. International Education Studies, 11(1). https://doi.org/10.5539/ies.v11n1p119
Page metadata
Field Value
type design
id dpbl-integrated-model
title Direct Problem-Based Learning (DPBL) integrated model
description DPBL is a conceptual framework combining direct instruction with problem-based learning activities, designed to improve students' knowledge, creative thinking, and teamwork skills.
status review
generated by process:settle-candidates on 2026-11-02
trust unverified — no one has confirmed this page's content
sources 1 — winarno-et-al-2017

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