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Online Learning in Teacher Education: Enhanced with a Problem-based Learning Approach
Abstract
This paper describes research undertaken for the design of an Online Learning (OL) Module using a Problem-based Learning (PBL) approach in an in-service teacher training course, namely, a Postgraduate Diploma in Third Level Learning and Teaching. This qualification is offered to lecturers from a range of higher education institutions in the Republic of Ireland. Therefore, the 'students' who enter upon this module are Faculty or academic staff currently lecturing in Higher Education who are taking this module part-time. They are hitherto referred to as participants. This module is one of eight offered on the Postgraduate Diploma. Attendance for the module is for three hours per week for a duration of ten weeks. Online participation is negotiated with the participants in their PBL group. This PG Diploma is entirely voluntary and only lecturers who are keen to implement novel pedagogical approaches in their own subject disciplines apply for a place on the modules. The aim of the OL/PBL module is to enable the participants to become aware of the practicalities of developing, delivering, supporting and evaluating an online course in their own subject discipline; but the key to their success is by using the principles of PBL to share valuable information with their colleagues from a variety of other disciplines.
... This investigation revealed limited evidence about the use of PBL in general and online PBL in particular within current AD within the UK and internationally. Donnelly 2002Donnelly , 2010a. ...
... More widespread use has followed in multiple disciplines Hung 2009) at undergraduate and postgraduate level, and PBL has become increasingly popular nationally and internationally . Limited evidence has been revealed within current AD around the use of and research on PBL in general, and in blended and online PBL Donnelly 2002. ...
... Technologies are equally beneficial for PBL and are used in blended and online programmes, but also in traditional face-toface settings, to extend engagement outside the classroom and with larger groups (Hmelo-Silver et al 2009). Donnelly (2002) implemented an online PBL module within a PgCert programme based on the model of Computer-Mediated Collaborative Problem-Based Learning (CMCPBL) (Savin-Baden 2003) itself based on CSILE (Scardamalia and Bereiter 1994) in which small groups worked together synchronously and asynchronously to co-construct new knowledge through the application of online PBL. ...
... A review of PBL by Hung, Jonassen, and Liu (2008) discussed that use of technology in PBL follows two major trajectories: the combination of PBL with e-learning (e.g., virtual PBL) and the use of multimedia in PBL (e.g., games, simulations, virtual worlds). There is also a growing research base in the areas of technology- enhanced and computer-supported PBL with emphasis on researching tools and methodologies for the support of online and hybrid PBL (e.g., Bonk & Graham, 2006;Derry, Hmelo-Silver, Nagarajan, Chernobilsky, & Beitzel, 2006;Donnelly, 2004Donnelly, , 2010Hmelo-Silver & Chernobilsky, 2004;Sendag & Odabasi, 2009). For example, Hmelo-Silver and Chernobilsky (2004) examined students' interactions and tool use in eSTEP, a system with features such as video cases and a discus- sion board designed to support preservice teachers as they engage in online PBL. ...
In this study, we enhanced a problem-based learning (PBL) environment with affordable, everyday technologies that can be found in most university classrooms (e.g., projectors, tablets, students’ own smartphones, traditional paper–pencil, and Facebook). The study was conducted over a 3-year period, with 60 postgraduate learners in a human–computer interaction course, following a PBL approach to teaching and learning. First, this article contributes a detailed description of how PBL can be enacted in a multimodal, technology-rich classroom. Second, the study presents evaluation data on learners’ technology adoption experience while engaging in PBL. Overall, the participants positively endorsed the learning environment, rating their experience highly on scales of communication and interaction, reflection, perceived learning, and satisfaction. In addition, quantitative content analysis of Facebook use documented how the physical and digital tools in the environment, coupled with the capability of Facebook as a recordkeeping and communication tool, were integral part of the PBL process.
... A smaller number of studies examine plagiarism detection software (for example Ledwith and Rísquez, 2008). A second area of overlap was staff and TEL, particularly professional development issues such as appropriate staff training (for example Donnelly, 2004), faculty orientations to TEL and barriers to adoption of TEL. The use and development of VLEs and other online resources was another important theme. ...
The purpose of this six-month ‘snapshot’ project was to map the extent and characteristics of
research on teaching and learning in the Irish higher education field. This is the first such
study focused on Ireland, and the first systematic study of teaching and learning research at a
national level. The project set out to capture the nature and key characteristics of such
research in Ireland between 1990 and early 2015, including the main fields of interest the
types of publication and historical development. The two main benefits of such a study are
that it provides; i) an evidence base for the enhancement and development of teaching and
learning at a time of major change in Irish higher education; ii) direction for further research,
and coordination of research.
... Nevertheless, it is only fair to say that the learning environment itself (physical, virtual, or blended), in which these activities take place, plays a vital role in learners' overall success of such pedagogies (e.g., Bonk & Graham, 2006;Capenter, 2012;Derry et al., 2006;Donnelly, 2010;Donnelly, 2004;Hmelo-Silver & Chernobilsky, 2004). For example, a multimodal learning environment which affords interaction with content and among learners as well as collaboration and reflection across collocated and networked learning spaces may be able to provide additional support for studentcentered problem-based pedagogies (Capenter, 2012). ...
This exploratory case study aims to examine how students benefit from a multimodal learning environment while they engage in collaborative problem-based activity in a Human Computer Interaction (HCI) university course. For 12 weeks, 30 students, in groups of 5-7 each, participated in weekly face-to-face meetings and online interactions. Students’ selfreports and tutor’ observations showed that overall students benefited from the multimodal learning environment while they engaged in blended interactions across physical and digital tools and across collocated and networked learning spaces. With respect to tool use, it was found that the downward pointing projector and Facebook were used in all phases of problem based activity, while portable devices for record keeping were mainly used in progress evaluation and reflection phases.
... Vygotsky (1978) emphasised that social interaction is central to the cognitive and intellectual growth of individuals. Such interaction, ranging from collaboration to negotiation, and from debate to peer review, can foster deep learning and understanding (Donnelly, 2004). In this regard, the results of this study corroborate the findings of Morris et al (2005) that student participation in networked learning was conducive to learning achievement. ...
The purpose of this study was twofold: first, to explore the relationship between students' learning styles and their online participation in a blended learning course, and second, to investigate the relationships of students' online participation with their learning achievement and with course satisfaction. A total of 78 undergraduate students from a general education course called Digital Citizenship took part in the study. All the participants were required to participate in four different types of online activity: information access, interactive learning, networked learning and materials development. The study used the method of partial least squares to explore the relationships between different constructs. The results indicate that students' learning styles were significantly related to online participation and that online participation in networked learning and materials development was significantly related to their learning achievement and course satisfaction. This study highlights not only the crucial role of learning styles in online participation but also the importance of individual constructivism and social interaction for effective online learning.
... Reflective learning has been defined as 'an intentional process, where social context and experience are acknowledged, in which learners are active individuals, wholly present, engaging with others, and open to challenge' (Brockbank et al., 2002: 6). The reflective journal is a tool for creating meaning and context from events and experiences in the project and problem, leading the learner towards creating new meanings and further enhancing their ability to contextualise and progress towards self-directed and deep learning (Donnelly, 2004a). ...
... On the other hand, when PBL is used in class, in a face-to-face context, students will collaborate during whatever time is normally allotted. The available time is usually quite insufficient and the work will continue outside of class using whatever communications methods are available to them [3]. The Internet with its powerful communication and document sharing tools is already being used by many students to maintain the working as well as the social relationship outside the traditional academic setting. ...
To use a Problem-Based-Learning (PBL) approach in an online context requires a major paradigm shift as well as using tools that were not designed specifically for such a student-driven, process-centred pedagogical paradigm. This becomes a problem when online resources and systems are used for supporting in-service teacher in their pursuit of furthering their education. Although the current theories of learning and teaching may represent the content of such courses, the online strategies used often conflict with the theory. In an attempt to study the formal implementation of PBL as a social-constructivist pedagogical approach, into an online learning environment as a means to provide the tools for e-learning that would be closer in design to the current thinking on the very nature of learning, a prototype of a Collaborative Online Learning Environment (COLE) has been developed and is in the process of being tested with small groups. Preliminary results show that although many technical difficulties remain to be solved, using the environment does show evidence of some effect on beliefs about personal theories of learning.
... Technologies are equally beneficial for PBL (Juwah 2002;Ge et al 2010;Donnelly 2005) and are used in blended and online programmes, but also in traditional face-to-face settings, to extend engagement outside the classroom and with larger groups (Hmelo-Silver et al 2009). Donnelly (2002) implemented an online PBL module within a PgCert programme based on the model of Computer-Mediated Collaborative Problem-Based Learning (CMCPBL) (Savin-Baden 2003) itself based on CSILE (Scardamalia and Bereiter 1994) in which small groups worked together synchronously and asynchronously to co-construct new knowledge through the application of online PBL. ...
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.
... 76 Whilst there is no specific recipe for mixing up the ingredients of the blend of problem-based learning adopted, with the amount of face-77 to-face, synchronous and self-directed work being prescribed by the learning outcomes of the module itself, Table 1 provides a breakdown 78 of the ingredients in the blended PBL module and estimated time for completion of each activity. Acknowledging that there is a growing research-base in the area (Donnelly, 2004;Koschmann, 2002;Uden, 2005), it is fair to say that 94 less is still known about the use of PBL in the electronic-based distance-education ''virtual classroom", or equally, as the focus of this study, 95 in the increasingly popular ''blended" classroom (Bonk & Graham, 2006). McShane (2006) has called for further research into academics' 96 perceptions of what it is to teach in a student-centred manner in a blended environment. ...
This paper discusses the harmonizing role of technology and interaction in a qualitative study on blended problem-based learning within the context of academic development in higher education. Within this setting, and as both designers and tutors in blended PBL, it is important to seek best practices for how to combine instructional strategies in face-to-face and computer-mediated environments that take advantage of the strengths of each and avoid their weaknesses. A qualitative study of the lived experiences of 17 academic staff participants in a blended problem-based learning module was considered likely to provide a much-needed analysis of current thinking and practice on the potential of interaction in this form of professional academic development in higher education. Specific aspects of interaction (technical, peer, content and the learning experience) within blended problem-based learning tutorials are analysed to provides research-based information about the realities of delivering a PBL programme using technology. The study argues that the intersection of PBL and learning technologies can offer different ways of teaching and learning that require exploration and reflection of pedagogy and technology as in integrated approach that must work effectively together. The synergy from the collaborative blended PBL approach in this module could result in the coherent and comprehensive provision of training, support and research work throughout higher education institutions.
Decades of research into learning have demonstrated that learners are diverse, changing, and adaptable. In this regard, the practice as educators must become flexible and adaptive to meet the wide variation of learning needs. A general consensus exists among educators, businesses, and other stakeholders that there is a significant gap between the knowledge and skills needed for success in life and the current state of education in schools throughout the world (The Conference Board et al., 2006). The internet, social networking, and distance education have created learners with a different set of characteristics, incoming skills, needs, desires, and goals. To meet the learning challenges of the 21st century, instructors must serve as catalysts of change by encouraging classrooms of open dialogue and developing the ability to effectively and efficiently use online communications. Through the process of learning from one another through problem-based activities, students and instructors improve the student-instructor relationship, encounter challenges, and solve them collaboratively.
This study aimed to explore the relationship between students’ online participation in Moodle and their learning achievement. Participants in the study were 78 undergraduate full-time students who were enrolled in a general education course entitled “Digital Citizenship” at a higher education institute in Hong Kong. They were required to choose from and participate in different types of Moodle activities including information access (e.g., reading online supplementary resources), interactive learning (e.g., running online simulations), networked learning (e.g., discussing in online forums), and materials development (e.g., writing reflective journals). The online participation of a student was measured by the number of completed activities, while the learning achievement of a student was determined by his/her essay grade. This study applied the Partial Least Squares (PLS) method to the collected data in order to identify whether there was a link between online participation and learning achievement. The results indicate that online participation in networked learning or in materials development, but not in information access nor in interactive learning, was positively and significantly related to learning achievement. This finding highlights the importance of social interaction and individual constructivism for effective online learning.
Decades of research into learning have demonstrated that learners are diverse, changing, and adaptable. In this regard, the practice as educators must become flexible and adaptive to meet the wide variation of learning needs. A general consensus exists among educators, businesses, and other stakeholders that there is a significant gap between the knowledge and skills needed for success in life and the current state of education in schools throughout the world (The Conference Board et al., 2006). The internet, social networking, and distance education have created learners with a different set of characteristics, incoming skills, needs, desires, and goals. To meet the learning challenges of the 21st century, instructors must serve as catalysts of change by encouraging classrooms of open dialogue and developing the ability to effectively and efficiently use online communications. Through the process of learning from one another through problem-based activities, students and instructors improve the student-instructor relationship, encounter challenges, and solve them collaboratively.
Higher education is undergoing major changes in the development and delivery of courses. These changes arise from a range of social, economic and technical factors operating across the higher education sector. The use of technology in both teaching and learning is both a response to, and a reason for, these changed practices. Technology provides new ways of catering for the traditional learning needs of students and also enables new forms of support appropriate to technology-based delivery. One of the outcomes of the increased use of technology is the development of on-line approaches to teaching and learning. This requires a reconceptualization of the role of support mechanisms for students, which has implications for the professional development of academic staff. This article considers the ways in which the wider trends in education impact upon on-line learning environments and the implications of this for professionals involved in the development and delivery of the courses. Particular consideration will be given to the range of approaches of support in online delivery, which include stand-alone resources and generic support, parallel or adjunct learning opportunities, and integrated strategies. It examines these in relation to the characteristics of pedagogically defensible teaching activity and proposes ways of conceptualising the work practices of professional staff involved in student support, professional development, discipline-based teaching and resource development.
Describes the use of computer-mediated communication to develop a cooperative learning community among students in a Web-based distance education unit for practicing science and mathematics educators in Australia and Pacific Rim countries. Discusses use of the social constructivist and constructionist conceptions of teaching and learning. (Author/LRW)
Discussion of the need for training and lifelong learning in light of new information and communication technologies focuses on small businesses with few employees who need rapid and continuous training. Topics include communities of practice; network-based learning; distance education; enterprise training; mutual training; knowledge creation; knowledge management; and reciprocal learning. (LRW)
Abstract As computers become more prominent in classroom instruction their modes of use are extending, for example as surrogate teachers in tutoring or as curriculum enrichment in simulation applications where students are more investigative in their learning methods. However, within the classroom such programs often have effects and are used in ways that were not always anticipated by their designers. This argues for computer assisted learning (CAL) environments in which the software is interactive but is able to adapt to different styles of learning and teaching. This paper argues for and describes the design principles of such environments, taking as illustration an application in the fraction domain. Following its implementation, initial evaluation data taken from school-children showed marked performance improvements, and indicated how design features of the system (FRACTIONLAB) contributed to their understanding.
Abstract At a time where increased costs and resource constraints are experienced by many tertiary institutions globally, the pressure to find alternative methods to deliver teaching and assessment increases. Whilst the individual learning experience is paramount, the need to manage the numbers, resources and assessment provide an administrative overhead and headache to all teaching staff. With this predicament in mind a computer-supported learning system (CECIL) was developed. It is a web-based teaching and learning resource and administration system. This paper describes the CECIL structure and discusses the potential benefits that a university-wide resource management system may have in terms of the educational flexibility and resource sharing.
In this study we describe a wide -spectrum approach to the integrative evaluation of an innovative introductory course in computing. Since both the syllabus, designed in consultation with industry, and the method of presentation of study materials are new, the course requires close scrutiny. It is presented in the distance mode to a class of around 5,000 students and uses a full range of media: paper, broadcast television, interactive CD-ROM, a Web -oriented programming environment, a Web site and computer conferencing. The evaluation began with developmental testing whilst the course was in production, and then used web-based and paper-based questionnaires once the course was running. Other sources of data, in the form of observation of computing conferences and an instrumented version of the Smalltalk programming environment, also provide insight into students' views and behaviour. This paper discusses the ways in which the evaluation study was conducted and lessons we learnt in the process of integrating all the information at our disposal to satisfy a number of stakeholders.
The purpose of this article is to present the results of designing an interactive learning environment for the students of the faculty of foreign languages of Perm State Humanitarian-Pedagogical University (Russia). The article aims at providing evidence for the need of interactive (dialog) approach to ESP teaching and learning and identifying the conditions that provide integrated teaching of professionally-oriented language practice. The research resulted in identifying interactive techniques that should be integrated into ESP teaching and learning and strategies for designing an interactive (dialog) learning environment.
Discussion of collaborative learning techniques focuses on an empirical study that explored the impact on nontraditional higher education students of using asynchronous conferencing technology to complete collaborative teamwork. Highlights include gender differences; differences between face-to-face and asynchronous collaboration; and preexperiment attitudes toward collaboration as a prediction of student satisfaction. (Author/LRW)
Productive learning is defined as learning that can be reused, in application to new problem situations in an organisation or for assimilation and reflection in structured learning situations such as courses. An important but underexploited form of productive learning relates to the capture and reuse of the tacit knowledge of members of an organisation. Two approaches for this reuse of tacit knowledge are discussed, along with instructional strategies and technologies to support the knowledge capture and reuse process within each of the approaches. In one of the illustrated approaches the emphasis is on how those in mentor or supervisor positions can more systematically support the diffusion of their own tacit knowledge to those of their mentees and in the process create new knowledge for reuse in other situations. In the second illustration, a change in orientation from knowledge transfer to knowledge creation and sharing in the formal training programmes of the organisation is the focus. An underlying database as well as easy-to-use tools for resource entry and indexing are key elements in facilitating the reuse of experience-based resources within and across both informal and formal learning.
Biggs has argued that teaching is most effective when it supports those activities appropriate to understanding the curriculum objectives. This paper uses Biggs’ argument to analyse how a UK higher education initiative, the Chic project, has promoted learning and teaching innovation that supports collaborative, inclusive learning by integrating on-line and face-to-face delivery. Methods by which assessments, teaching processes and learning objectives can be aligned are discussed.
The author identifies two project approaches to the utilisation of on-line materials within curriculum design. Staff and student questionnaires and interviews are evaluated in order to assess whether these processes promote a reflexive approach to learning. Such reflexivity depends upon stimulating the learner’s emotional involvement and active engagement in undertaking achievable tasks.
The paper argues that an integrated approach to on-line learning and teaching can be used to promote students’ critical use, understanding and application of materials. Moreover, it is argued that this can be liberating for staff and students as long as there is a shared vision and experience upon which to act. Promoting motivation within a supportive and meaningful context is fundamental.
Abstract Common shortcomings in educational design in Higher Education have not been fully addressed during the rapid shift towards online, resource-based learning. A contributing factor to poor course design is the adherence of academic staff towards passive and didactic forms of online teaching and learning. This problem could potentially be reduced by offering Continuing Professional Development (CPD) opportunities which enable staff to gain efficiently the skills and knowledge required to incorporate new teaching methods within their course design. This paper aims to offer practical recommendations for the design and provision of CPD programmes. These recommendations are constructed by integrating key issues arising from current literature with proposals from academics who have practical experience in the use of ICT in their teaching. The overall effectiveness of these recommendations is evaluated during implementation within an existing CPD programme.
THE WEB, LIKE NO OTHER TECHNOLOGIES BEFORE IT, has received widespread acceptance and use across disciplines within higher
education. Despite its broad application, satisfaction with the Web for purposes of instruction is not as prevalent. Many
obstacles have presented themselves, creating barriers to satisfaction with the environment. Creating a community of learners
is one strategy that has been recommended for increasing satisfaction. The purpose of this paper is to present several strategies
and techniques that have proven successful for community building in Web-based learning environments.
IN OUR FACULTY’S INSTRUCTIONAL PRACTICES, we have changed towards a blend of teaching and learning in which course Web sites
are often being used as environments where learners can contribute their own experiences, or those of other persons, in their
work environments. These submissions are not only "assignments" in a course or module, but also objects that become part of
the learning resources of others. In university learning situations, this is a way to engage students more directly in the
learning process as contributors as well as consumers of pre-selected learning materials. We conceptualize this pedagogical
shift in terms of a move from an acquisition orientation to a contribution orientation. This change of orientation relates
to one of several dimensions that we feel are critical for pedagogical decision making. We include a current example related
to pedagogical dimensions and in particular to this contribution-oriented pedagogy.
This study evaluates student use of an online study environment. Its purposes were to (1) determine if college students will voluntarily use online study tools, (2) identify characteristics of users and nonusers of the tools, and (3) determine if the use of online study tools relates to course achievement. Approximately 25% of students used the online tools for more than one hour before each of three examinations. In comparing use of the study tools provided, the largest number of students made use of the online lecture notes and the greatest amount of online study time was devoted to reviewing multiple choice questions. The perceived ease of access to the Internet differentiated tool users from nonusers. Study tool users scored higher on course examinations after accounting for measures of ability and study skill.
In this era of rapid change, educators increasingly recognize that students must learn how to develop and apply knowledge creatively, not simply remember what they have been told. To meet these demands, teachers need professional development opportunities that support them in a transformational process. New technologies appear to hold promise in overcoming the traditional limitations of professional development. In this chapter, we describe and analyze a program designed to provide such professional development. We begin by summarizing recurrent challenges and promising approaches to professional development organized around a set of qualities that characterize effective learning. Next, we use these qualities to describe a program that explicitly incorporates a model of teaching for understanding into the design of an online learning environment and professional development activities for educators. Finally, our analysis of this program emphasizes the Internet's unique advantages, as well as some remaining issues to resolve in online professional development for educators.
Abstract This study attempts to apply the principle of constructivism and virtual reality (VR) technologies to computer-aided design (CAD) curriculum by integrating network, CAD and VR into a web-based learning environment. Through VR technologies, it is expected that the traditional two-dimensional (2D) computer graphics course can be expanded into a three-dimensional (3D) real-time simulation one. VR technologies provide a novel method to enhance user visualisation of complex three-dimensional graphics and environments. Experience and environmental interaction allow users more readily to perceive the dimensional interrelations of graphics which are typically portrayed through static multiview or pictorial representations. A web-based learning system (WebDeGrator) has been developed to simulate a computer graphics learning system for learning. Future developments of the proposed web-based learning framework are also discussed.
Abstract The purpose of this study was to develop and test a conceptual model of individual perceptions of Web technology as a use and training tool. The model presents a perspective of users' attitudes toward Web environments. This model integrates the Technical Acceptance Model, Social Cognitive Theory, individual attitudes, motivation and self-efficacy perspectives to develop a new aspect of users' perceptions toward Web technology acceptance and use. The study provides some evidence that the conceptual model helps the understanding of user perceptions to Web environments. In addition, training and educational programmes on computers may foster a positive feeling towards the Web. Furthermore, the more individuals have self-efficacy towards Web technology, the more individuals have motivation to use the Web.
This book presents a clearly and soundly argued case for the integration of educational technology into university teaching where the primary focus is to enhance student learning. Different teaching media, including audio-visual, hypermedia, interactive, adaptive and discursive media are discussed in the light of research into student learning. Practical guidelines for designing educational technology are provided.
Rich environments for active learning: A defi nition The changing face of learning technology
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