The Effects of Problem-Based Learning on the Classroom Community Perceptions and Achievement of Web-Based Education Students

Autor/inn/en	Baturay, Meltem Huri; Bay, Omer Faruk
Titel	The Effects of Problem-Based Learning on the Classroom Community Perceptions and Achievement of Web-Based Education Students
Quelle	In: Computers & Education, 55 (2010) 1, S.43-52 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2009.12.001
Schlagwörter	Constructivism (Learning); Control Groups; Distance Education; Business Administration Education; Problem Based Learning; Educational Technology; Internet; Community; Classroom Environment; Pretests Posttests; Foreign Countries; College Students; Student Attitudes; College Instruction; Instructional Effectiveness; Cooperative Learning; Electronic Learning; Online Courses; Web Based Instruction; Comparative Analysis; Turkey + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Problem-based learning; Problemorientiertes Lernen; Unterrichtsmedien; Klassenklima; Unterrichtsklima; Ausland; Collegestudent; Schülerverhalten; Hochschullehre; Unterrichtserfolg; Kooperatives Lernen; Online course; Online-Kurs; Web Based Training; Türkei
Abstract	Web-based education as an alternative to face-to-face teaching is now being extended as an application to higher education. Much effort is undertaken to provide multimedia rich, attractive content to learners. While the use of multimedia technologies has a noticeable effect on students' learning, so does the selected teaching methodology. Underpinned by the Constructivist approach, problem-based learning is one of the methods that could be applied in web-based learning environments. The current study investigates the effects of problem-based learning on students' classroom community perceptions and their achievement. It focuses on the tertiary level course "Introduction to Computers" offered by the Department of Business Administration of the Distance Education Program at a higher education institution in Turkey. The results indicated that students who worked on problem-based projects felt much more "connected" to other class members when compared to the control group. They achieved higher scores in the post-tests although their online midterm and final examination scores did not indicate any difference between the groups. (Contains 10 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10