A Study on Application and Learning Outcomes of Real-Time e-PBL Class : Focusing on Undergraduate Clothing Major

This study examined the impact of problem-based learning (PBL) in real-time online classes for undergraduate students majoring in clothing and textiles. To evaluate the impact, students completed a 5-point Likert scale survey following non-e-PBL and e-PBL lessons to assess cognitive and behavioral engagement, peer group interaction, problem-solving skills, and overall learning satisfaction. Results showed statistically significant improvements in students' cognitive engagement, behavioral engagement, reciprocal peer interactions, problem-solving skills, and learning satisfaction after participating in e-PBL sessions. An analysis of students' self-reflection journals revealed that the real-time e-PBL approach, which required students to create a project implementation plan and solve problems within a set timeframe, facilitated a deeper understanding of course content, increased class participation, and enhanced peer collaboration and problem-solving skills. These findings suggest that e-PBL could serve as an effective pedagogical strategy to achieve desired learning outcomes in higher education.