Productive use of learning resources in an online problem-based learning environment.
This study examined students' use of learning resources in a technologically-mediated online learning environment. Undergraduate student groups were engaged in an online problem-based learning (PBL) environment, rich with pre-selected video and knowledge resources. Quantitative and qualitative analy...
| Publicado en: | Computers in Human Behavior Vol. 26; no. 1; pp. 84 - 100 |
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| Autores principales: | , |
| Formato: | Artículo |
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Elsevier Science
January 2010
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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=ssf&AN=508127580&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 508127580 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 07475632 JC4 jtl: Computers in Human Behavior issn: 07475632 maglogo: N pubinfo: dt: January 2010 vid: 26 iid: 1 pid: 2410 pub: Elsevier Science artinfo: ui: 508127580 10.1016/j.chb.2009.08.001 ppf: 84 ppct: 16 formats: tig: atl: Productive use of learning resources in an online problem-based learning environment. aug: au: Jeong, Heisawn Hmelo-Silver, Cindy E. su: Telematics Internet in education Problem-based learning sug: subj: Telematics Internet in education Problem-based learning ab: This study examined students' use of learning resources in a technologically-mediated online learning environment. Undergraduate student groups were engaged in an online problem-based learning (PBL) environment, rich with pre-selected video and knowledge resources. Quantitative and qualitative analyses showed that students accessed resources fairly frequently and benefited from them. Resources helped students construct a rich understanding of the problem and provided ideas for problem solutions. Detailed analyses of resource exploration along with contrasting case analyses between high-achieving and low-achieving student groups suggested that for learning to be effective in resource-rich environments, students first need to develop an understanding of the resources and learn how to access them efficiently. Second, students need to learn to process the contents of resources in meaningful ways so that they can integrate diverse resources to form a coherent understanding and apply them to solve problems. Finally, students need to develop knowledge and skills to use resources collaboratively, such as sharing and relating to each other's resources. The results indicated that students, especially low-achieving students, need guidance to use resources effectively in resource-rich learning environments. Copyright (c) 2009 Elsevier Ltd. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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