Role of Technology-Enhanced Cooperative Problem-Based Learning (TE-CPBL) Workshop for Educators in Enhancing Learner-Centred Teaching Effectiveness

Abstract

Modern educational landscapes demand innovative pedagogical approaches that effectively integrate technology and foster deeper learning. This study embarked on addressing the pivotal query: how do Technology-enhanced Cooperative Problem-Based Learning (TE-CPBL) workshops impact educators' teaching practices and efficacy? Drawing from the constructivist theory, which postulates that learners construct knowledge based on their experiences, this research hypothesized that educators, when exposed to technology-integrated CPBL training, would manifest enhanced teaching methodologies that are student-centric and interactive. Utilizing a qualitative approach, the study involved a series of CPBL workshops where educators were immersed in technology-enhanced pedagogical tasks and subsequently assessed through their own reflections and delayed post-workshop interviews. Preliminary data from the participant reflections underscored a shift in their teaching paradigms. Participants reported heightened confidence in integrating tools like Canva and ChatGPT in their lessons, a broader understanding of the synergy between content, pedagogy, and technology, and an appreciation for student-centered teaching strategies. Participants also shown keenness on learning exposure to technology enhanced CPBL workshops in the future and this workshop enhanced teaching efficacy among educators. This suggests the critical role of such workshops in reimagining and reshaping contemporary educational practices. In conclusion, this study emphasis the need for continuous professional development using technology-integrated CPBL strategy, positioning it as a linchpin in the drive towards reimagined, effective, and future-ready teaching methodologies.