An Educational Experience with Online Teaching – Not a Best Practice (original) (raw)
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Problem-Based Learning in the Digital Age
2018
Problem-based and project-organized learning (PBL) was originally developed to facilitate collaboration between physically present students; however, due to digitalization, collaboration, dialogues, and other PBL activities should take place online as well. With a theoretical point of departure from Dewey and a methodological point of departure from netnography, this study focused on a blended learning module at Aalborg University, where teaching is based on PBL. A primary research question was investigated: "How can IT support collaborative learning among learner communities in a PBL Master's program at Aalborg University?" The ways teachers and groups of students could benefit from utilizing IT as a platform for learning were examined. Netnography was the chosen methodology, and the data consisted of the course materials, the reflections, and the dialogues available online. The study showed that including more students allows for more discussions and reflections than including fewer students given teachers describe the task thoroughly and support the online dialogue. In addition, online collaboration allows students to return to the dialogue and re-use it as a resource for their dissertations, teachers can benefit from the online reflections and discussions to improve the educational design of the course, and researchers can obtain rich data from online reflections and dialogues.
The Problem/Project-Based Learning (PBL/PjBL) at Online Classes
The International Journal of Advanced Culture Technology, 2021
The aim of this paper is to analyze the development of effective online Problem-Based Learning (PBL) and Project-Based Learning (PjBL). The collaborative PBL/PjBL become one of the hot issues with the rapid growth of online learning in the era of COVID-19. Educators try to get innovative to continue instruction without sacrificing student engagement, thus adopting an instructional model of PBL/PjBL. The PBL process involves clarifying terms, defining complex problems, brainstorming, structuring and hypothesis while PjBL includes project-planning, implementation, communicating the results of a project in a presentation and evaluations with immediate individually tailored feedback within a predetermined period. Despite the differences between online and offline learning, the benefits of learning online or offline are practically the same if enough bidirectional interactions between instructors and students are possible. We argue that online qualifications are just the same as those of offline ones in PBL/PjBL models, therefore, the standards of online/offline learning are identical since education is a two-way communication.
Developing Educational designs supporting student engagement through networked project studies
In: Blessinger, P. & L. Wankel (Eds.), Increasing Student Engagement and Retention using Mobile Applications: Smartphones, Skype and Texting Technologies (p. 19-46). Emerald Group Publishing Limited. Vol. 6/D 1. Bingley, UK, 2013
"The chapter discusses how learner engagement can be facilitated through educational designs that make conscious use of various online communication technologies. The discussions will be based on cases from the Danish Master’s programme in ICT and Learning (MIL), where students from all over Denmark within a networked learning structure are studying in groups combining on-site seminars with independent and challenging virtually organized project periods, implementing new educational technology, which require teachers who are flexible and aware of the different challenges in the networked environment. The aim of the chapter is to discuss the application of new technological possibilities in educational settings inspired by problem-based learning. In our understanding, an educational design is constituted through the interplay of the pedagogical perspective, the chosen technologies, and the specific activities that unfold. This interplay is important in order to make a difference, as the experience is that new technologies do not in themselves guarantee increasing learning quality. The chapter will discuss examples of how learners as well as teachers have developed imaginative ways of implementing new technological possibilities in educational settings. The examples will include how sometimes seemingly simple technologies can be used in innovative pedagogical ways to increase learners’ involvement. Another example to be discussed in the chapter derives from an online seminar on ICT and Learning in Organizations, where the traditional practice of using online discussions were challenged, by expecting the students not only individually to take part in online discussions, but also on a group basis to discuss what kind of theme or opening question they would pose in order to invite co-students to take part in the online dialogues. Thus in contrast to the traditional understanding of the teacher as the sole designer of the learning environment, here the students were involved as active co-designers. Our understanding of problem-based learning is characterized by collaborative project work in groups, where students actively are constructing their own knowledge. The development of students’ information literacy is an important aspect of applying problem-based learning. In our contribution we will reflect on the many varied dimensions of the teacher role, the challenges for the students as both independent and interconnected learners, and discuss cases of developing student engagement through educational designs that facilitates group organized project work and learners’ participation in dialogically organized online seminars. Here we will focus on how the dimensions of participation and reification are played out."
Exploring the Viability of Online Problem-Based Learning Through the Lens of Students and Teachers
Education in Medicine Journal
This study aimed at exploring the perceptions of students and teachers regarding the viability of the online problem-based learning (PBL) approach. The study also aimed to report the perceived merits and demerits of online PBL and offer suggestions to improve it further. To achieve these objectives, a qualitative exploratory study was conducted at the College of Medicine, The University of Lahore from July 2020 to November 2020. Employing purposive sampling, 12 students and 11 teachers were recruited, with experience in both online and face-to-face PBL. The perceived merits and demerits of online PBL were inquired in focus group discussions. Moreover, suggestions to improve the online PBL environment were elicited from both stakeholders. The data was recorded, and then inductively coded and thematically analysed using Atlis.ti software. Students displayed active participation, improved learning and self-regulation during online PBL. The participants valued online PBL as a resourcefu...
Engaging E-Lectures Blended Course with Problem Based Learning Activities at a Developing University
ETERNAL (English Teaching Journal), 2018
The research setting for much of the investigation of the mixing e-lectures blended with Problem Based Learning is in English Department of Ma’arif Nahdlatul Ulama of Kebumen (UMNU). The research focus is on expending technology e-lectures to maintenance the student of English Department blended Problem Based Learning (PBL), which the participants assumed in cooperative groups. Video-based e-lectures offer interactive learning and more bright and adapted forms of self-regulated learning. Participants learned from both a video-based e-lecture with synchronized written transcript of oral presentation (multimodal) and an e-lecture without the transcript (unimodal presentation). Learners could be categorized as “repeaters”, whose main focus was on th e lectured material, or as “surfers,” who consumed less time on the lecture itself and as an alternative used the optional links. The Student of English Department was conveyed using a blend of face-to-face and online Problem-based Learning...
2011
This research examines online Problem-Based Learning (PBL) in Academic Development (AD). Research shows limited application of PBL within AD, with no evidence of online PBL in accredited provision aimed at connecting participants, and enabling collaborations from different PgCert programmes across the UK. This study investigates whether collaborative learning in AD can be enabled and practised beyond institutional, geographical and temporal boundaries, through the application of a structured PBL approach with the use of Web 2.0 technologies. A small scale trial was carried out with academic developers and individuals who teach or support learning across UK HE institutions. During the trial, participants were asked to complete an online PBL task in groups supported by PBL facilitators. Phenomenography was adopted as a methodology and approach for data collection and analysis to capture the different ways in which participants experienced the online PBL trial on a PgCert programme. Findings indicate that online PBL has the potential to connect PgCert participants using Web2.0 technologies for online collaboration. This paper focused on the findings linked to facilitation. Further research is required to create a more robust framework to enhance facilitation and participants' online experience, motivation and engagement.
Integration of PBL Methodologies Into Online Learning Courses and Programs
Problem-based learning (PBL) challenges traditional views of teaching and learning as the learner determines, to a large extent with support from a skilled facilitator, what topics will be explored, to what depth and which processes will be used. This paper presents the implementation of problem-based learning methodologies in an online Bachelor’s program in adult education and digital technology. The processes of PBL in the online environment and the subsequent roles of learners, teaching assistants and instructors in the co-construction of the learning environment are examined. Implications for the institution and other research underway are discussed.
Group Collaboration in an Online Problem-based University Course
OTHER PBL SERIES
Contents student teachers learn educational psychology by working on realworld problems using a combination of self-directed, peer, and collegial learning approaches that are designed to meet the demands of the discipline and the profession. Oon-Seng is an internationally recognized scholar in PBL. In 2007, he was invited to address a presidential session on PBL and e-learning at the American Educational Research Association Annual Meeting in Chicago. That same year, he delivered an Education and Human Resource Distinguished Lecture at the National Science Foundation in Washington, D.C., an event where experts are invited to share the latest developments of interest to the community of researchers, policy makers, academics, and educators. This book on PBL and creativity represents Oon-Seng's attempt to further ideas and research in PBL, and the interface of PBL with creativity is certainly timely as schools and colleges work on infusing creativity as an important capability in learning. I congratulate Oon-Seng and his international collaborators for their contributions to advancing this area.
Tell : Teaching of English Language and Literature Journal
The central goals of this study are to see the implementation of Project-Based Learning for English diploma program students, to see the students' perceptions toward the implementation of project-based learning, and to see the challenges of its implementation in online learning. The research method is a descriptive qualitative method that used Stoller and Simpson theories to analyze the implementation of Project-based Learning in online learning. The results of this study show that 77.1% of respondents are satisfied with the implementation of project-based learning. They also obtained 82.07, which means the students are able to achieve the learning outcome very well. There are some challenges in implementing project-based learning in the pandemic era. They needed autonomous learning methods, especially in mastering language skills, knowledge, and IT skills. However, to achieve learning outcomes and to solve the problems, the students independently discussed and worked together i...