An exploration of speech and language pathology student and facilitator perspectives on problem-based learning online.
This mixed-methods study explored the perspectives of second and third-year Speech Language Pathology (SLP) students and facilitators on Problem-Based Learning (PBL) online. As a result of the COVID-19 pandemic, PBL was delivered online for the academic year 2020–2021 via a virtual learning environm...
| Publicado en: | Clinical Linguistics & Phonetics Vol. 37; no. 7; pp. 599 - 618 |
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| Autores principales: | , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
2023
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| 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=164648248&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 164648248 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02699206 B6X jtl: Clinical Linguistics & Phonetics issn: 02699206 maglogo: Y pubinfo: dt: 2023 vid: 37 iid: 7 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 164648248 156396391 164648248 164648248 10.1080/02699206.2022.2061377 164648248 ppf: 599 ppct: 19 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: An exploration of speech and language pathology student and facilitator perspectives on problem-based learning online. aug: au: O' Leary, Norma Brouder, Niamh Bessell, Nicola Frizelle, Pauline affil: Department of Speech and Hearing Sciences, University College Cork, Cork, Republic of Ireland sug: subj: Students, Speech-Language Pathology Psychosocial Factors Faculty, Allied Health Psychosocial Factors Student Attitudes Faculty Attitudes Problem-Based Learning Online Education Human Multimethod Studies Thematic Analysis Data Analysis Software Descriptive Statistics Students, Undergraduate Psychosocial Factors Learning Environment ab: This mixed-methods study explored the perspectives of second and third-year Speech Language Pathology (SLP) students and facilitators on Problem-Based Learning (PBL) online. As a result of the COVID-19 pandemic, PBL was delivered online for the academic year 2020–2021 via a virtual learning environment. Forty-seven students and five facilitators completed an online survey designed to evaluate the quality of individual and collaborative learning in the PBL online context. All participants had experience of pre-COVID-19 face-to-face PBL. Thematic analysis and descriptive statistics were used to analyse qualitative and quantitative data, respectively. Demonstrated a preference from both students and facilitators to maintain PBL in a face-to-face format. Aspects of functionality offered by the virtual platform assisted in the PBL process, however technical and environmental barriers impeded virtual delivery. Responses suggest that the development of rapport and interactivity levels online are not equivalent to face-to-face PBL, and these factors were perceived by participants to negatively influence the learning process. Perspectives on the role of the facilitator online convey divergent views between second and third years which reflected a change in facilitator style to support more independent learning in line with students' progression through the course. Our findings demonstrate that students and facilitators are open to future implementation of a blended model of PBL. Participants reported benefits such as reduction in indirect education costs and acquisition of a digital skillset. However, our study indicates a preference for enhanced social presence afforded by face-to-face PBL. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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