vPBL: Developing a Facilitated Remote Approach to Problem Based Learning

Autor/in	Williams, Dylan P.
Titel	vPBL: Developing a Facilitated Remote Approach to Problem Based Learning
Quelle	In: Journal of Chemical Education, 99 (2022) 4, S.1642-1650 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Williams, Dylan P.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.1c01068
Schlagwörter	Problem Based Learning; Science Instruction; Teaching Methods; Chemistry; COVID-19; Pandemics; Computer Simulation; Teamwork; Student Attitudes; Cooperative Learning; Online Courses; Computer Mediated Communication; Transfer of Training + Suchen Sie Ihr Suchwort? Problem-based learning; Problemorientiertes Lernen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Chemie; Computergrafik; Computersimulation; Schülerverhalten; Kooperatives Lernen; Online course; Online-Kurs; Computerkonferenz; Training; Transfer; Ausbildung
Abstract	A classroom based Problem Based Learning (PBL) activity was adapted to run as a remote activity during the COVID-19 pandemic using an approach described as virtual Problem Based Learning (vPBL). vPBL is based on (i) identification of a suitable learning platform that supports collaborative working in a way that mimics the classroom based activity and provides additional flexibility for teams to work together, and (ii) adaptation of the problem structure to provide additional time for students to work together and additional facilitated support where needed. Student performance and self-reported levels of transferrable skills development in the vPBL activity were as good as they were in the PBL version of the same activity. Furthermore, the transition to vPBL appears to have no negative impact on student learning and development. Although there was evidence to suggest students in the vPBL cohort collaborate between sessions to a similar extent as their colleagues who learnt primarily through interactive online lectures, there was evidence of greater use of some collaborative digital learning tools (audio and video chat and desktop and file sharing) in the vPBL cohort. (As Provided).
Anmerkungen	Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01