Problem-Based Learning in an e-Learning Environment: A Case Study at Griffith University School of Medicine

2007 ◽  
pp. 31-45 ◽  
Author(s):  
Raymond A. Tedman ◽  
Heather Alexander ◽  
Robert Loudon
Keyword(s):  
Learning Environment ◽  
Problem Based Learning ◽  
School Of Medicine ◽  
E Learning

Self and Peer Assessment in a Problem-Based Learning Environment

2011 ◽  
pp. 191-209 ◽  
Author(s):  
Bernarda Kosel
Keyword(s):  
Learning Environment ◽  
Learning Process ◽  
Rating Scales ◽  
Da Vinci ◽  
Peer Assessment ◽  
Problem Based Learning ◽  
Leonardo Da Vinci ◽  
E Learning

The purpose of this case study is to offer some suggestions on assessingstudent-centered groups, and show how self and peer assessment cancomplement a teacher’s assessment. The case study reports on whichassessment tools have been developed to measure students’ work in twoEuropean Leonardo da Vinci projects. The project used problem-basedlearning to teach English by combining this with a technical subject. A briefreport about the experiences on using an e-learning environment(Blackboard) in which the second project was carried out is also given.Assessment is divided into the process and product strands. The assessmenttools for each strand are proposed. These include rating scales forassessing the presentation and report, as well as self and peer assessmentquestionnaires for assessing the learning process.

The Practice and Evaluation of Applying PBL to e-Learning via Screencasting

2013 ◽  
pp. 130-148
Author(s):  
Ye Diana Wang
Keyword(s):  
Problem Solving ◽  
Problem Based Learning ◽  
Unique Contribution ◽  
Problem Solving Skills ◽  
Face To Face ◽  
E Learning ◽  
Learning Research ◽  
Online Educators ◽  
Networked Society

As the practice of e-learning continues to proliferate, online educators, especially in the computing disciplines, are facing special challenges. This chapter represents an effort in moving the existing problem-based learning (PBL) paradigm to e-learning through the use of screencasts. In the form of an empirical case study, the chapter provides empirical evidence and indicative support for the successful application and evaluation of PBL methods in a highly technical computing course that has traditionally been taught in a face-to-face setting. This chapter makes a unique contribution to the e-learning research with respect to the applicability of PBL methods in the online environment and the exciting possibilities for screencasting as an instructional technology. It also offers implications for creating e-learning courses that can prepare students to develop lifelong problem solving skills and become more motivated and responsible learners in today’s networked society.

scholarly journals Developing technological pedagogical science knowledge through educational computational chemistry: a case study of pre-service chemistry teachers’ perceptions

2020 ◽  
Vol 21 (2) ◽  
pp. 638-654
Author(s):  
Jorge Rodríguez-Becerra ◽  
Lizethly Cáceres-Jensen ◽  
Tatiana Díaz ◽  
Sofía Druker ◽  
Víctor Bahamonde Padilla ◽  
...  
Keyword(s):  
Learning Environment ◽  
Computational Chemistry ◽  
Learning Environments ◽  
Qualitative Content Analysis ◽  
Problem Based Learning ◽  
Science Knowledge ◽  
Chemistry Teachers ◽  
Learning Module ◽  
Pedagogical Science

The purpose of this descriptive case study was to develop pre-service chemistry teachers’ Technological Pedagogical Science Knowledge (TPASK) through novel computational chemistry modules. The study consisted of two phases starting with designing a computational chemistry based learning environment followed by a case study where students’ perceptions towards educational computational chemistry were explored. First, we designed an authentic research-based chemistry learning module that supported problem-based learning through the utilisation of computational chemistry methods suitable for pre-service chemistry education. The objective of the learning module was to promote learning of specific chemistry knowledge and development of scientific skills. Systematic design decisions were made through the TPASK framework. The learning module was designed for a third-year physical chemistry course taken by pre-service chemistry teachers in Chile. After the design phase, the learning module was implemented in a course, and students’ perceptions were gathered using semi-structured group interviews. The sample consisted of 22 pre-service chemistry teachers. Data were analysed through qualitative content analysis using the same TPASK framework employed in the learning module design. Based on our findings, pre-service chemistry teachers first acquired Technological Scientific Knowledge (TSK) and then developed some elements of their TPASK. Besides, they highly appreciated the combination of student-centred problem-based learning and the use of computational chemistry tools. Students felt the educational computational learning environment supported their own knowledge acquisition and expressed an interest in applying similar learning environments in their future teaching careers. This case study demonstrates that learning through authentic real-world problems using educational computational methods offers great potential in supporting pre-service teachers’ instruction in the science of chemistry and pedagogy. For further research in the TPASK framework, we propose there would be significant benefit from developing new learning environments of this nature and evaluating their utility in pre-service and in-service chemistry teacher's education.

Motivation on Problem Based Learning

2016 ◽  
pp. 179-203
Author(s):  
Javier Carmona-Murillo ◽  
Juan F. Valenzuela-Valdés
Keyword(s):  
Learning Environment ◽  
Instructional Methods ◽  
Problem Based Learning ◽  
Professional Career ◽  
Engineering Degree ◽  
Green Component ◽  
E Learning

In order to motivate the students in a Problem Based Learning environment, two different strategies are analyzed. The first one consists in introducing two crosscutting issues such as the ecology and the study of patents. In that strategy, the students need to solve the activities taking in account this “green component” to obtain the best solution as well as the study of patents (which is the process to patent something), that engineers need to know to develop their professional career. The second strategy is to analyze the motivation of students when PBL is combined with different instructional methods, different objectives and in different courses. In order to do this analysis, we have implemented different practices that includes both e-learning and m-learning. Finally, we analyze the motivation during our PBL courses through a survey. This analysis has been done in three different subjects in a Telematics engineering degree at University of Extremadura, Spain.

Sign in / Sign up

Export Citation Format

Share Document