The Application of Problem Based Learning to Distance Education.

Autor/inn/en	Ostwald, M. J.; und weitere
Titel	The Application of Problem Based Learning to Distance Education.
Quelle	(1992), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Bachelors Degrees; Building Trades; Construction Industry; Distance Education; Foreign Countries; Higher Education; Interaction; Models; Problem Based Learning; Problem Solving; Professional Education; Student Motivation + Suchen Sie Ihr Suchwort? 'Bachelor''s degrees'; Bachelor-Studiengang; Building trade; Bauwesen; Baugewerbe; Distance study; Distance learning; Fernunterricht; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Interaktion; Analogiemodell; Problem-based learning; Problemorientiertes Lernen; Problemlösen; Berufsausbildung; Schulische Motivation
Abstract	Since 1991, the problem-based learning (PBL) approach has been incorporated into the distance education program culminating in a Bachelor of Building degree from the Faculty of Architecture at the University of Newcastle, Australia. The Newcastle conceptual PBL model for on-campus courses was adapted to the special needs of distance learners. The briefings and lectures that are typically part of the interactive learning process that takes place in on-campus PBL-based courses have been replaced by scenarios and learning units. Learning units, which are designed solely to impart knowledge, are perceived by students as an "informative voice." They are separated by "asides," which offer directions and considerations but do not provide data or technical information. The alternation of learning units and "asides" provides a conversational medium through which the student interacts indirectly. Student feedback regarding the technique of simulated conversational exchange has been extremely positive. Because the technique gives the perception of a plot unfolding, it gives students the sense of direction, purpose, and integration that can so often be lacking in topic-centered distance education courses and thus helps improve distance learners' motivation to complete the course. (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC