Designing, implementing and evaluating an online problem-based learning (PBL) environment - A pilot study.
Problem-based learning (PBL) has been shown to be effective for promoting student competencies in self-directed and collaborative learning, critical thinking, self-reflection and tackling novel situations. However, the need for face-to-face interactions at the same place and time severely limits the...
| Publicado en: | Clinical Linguistics & Phonetics Vol. 28; no. 1/2; pp. 117 - 131 |
|---|---|
| Autores principales: | , , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Jan2014
|
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104004928&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 104004928 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02699206 B6X jtl: Clinical Linguistics & Phonetics issn: 02699206 maglogo: Y pubinfo: dt: Jan2014 vid: 28 iid: 1/2 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 104004928 93718800 10.3109/02699206.2013.807879 NLM23837407 104004928 ppf: 117 ppct: 14 formats: fmt: @attributes: type: P tig: atl: Designing, implementing and evaluating an online problem-based learning (PBL) environment - A pilot study. aug: au: Ng, Manwa L. Bridges, Susan Law, Sam Po Whitehill, Tara affil: Division of Speech and Hearing Sciences, Faculty of Education sug: subj: Problem-Based Learning Education, Speech-Language Pathology Learning Environment Education, Non-Traditional Human Funding Source Pilot Studies Computer-Assisted Instruction Students, Speech-Language Pathology Program Evaluation Program Implementation Outcomes of Education Hong Kong User-Computer Interface Experimental Studies Self Report Questionnaires Academic Performance Descriptive Statistics ab: Problem-based learning (PBL) has been shown to be effective for promoting student competencies in self-directed and collaborative learning, critical thinking, self-reflection and tackling novel situations. However, the need for face-to-face interactions at the same place and time severely limits the potential of traditional PBL. The requirements of space and for meeting at a specific location at the same time create timetabling difficulties. Such limitations need to be tackled before all potentials of PBL learning can be realized. The present study aimed at designing and implementing an online PBL environment for undergraduate speech/language pathology students, and assessing the associated pedagogical effectiveness. A group of eight PBL students were randomly selected to participate in the study. They underwent 4 weeks of online PBL using Adobe Connect. Upon completion of the experiment, they were assessed via a self-reported questionnaire and quantitative comparison with traditional PBL students based on the same written assignment. The questionnaire revealed that all participating students enjoyed online PBL, without any perceived negative effects on learning. Online PBL unanimously saved the students travel time to and from school. Statistical analysis indicated no significant difference in assignment grades between the online and traditional PBL groups, indicating that online PBL learning appears to be similarly effective as traditional face-to-face PBL learning. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|