'I Was Quite Surprised It Worked so Well': Student and Facilitator Perspectives of Synchronous Online Problem Based Learning

Autor/inn/en	Erickson, Shane; Neilson, Cheryl; O'Halloran, Robyn; Bruce, Christopher; McLaughlin, Emma
Titel	'I Was Quite Surprised It Worked so Well': Student and Facilitator Perspectives of Synchronous Online Problem Based Learning
Quelle	In: Innovations in Education and Teaching International, 58 (2021) 3, S.316-327 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Erickson, Shane) ORCID (Neilson, Cheryl) ORCID (O'Halloran, Robyn) ORCID (Bruce, Christopher)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-3297
DOI	10.1080/14703297.2020.1752281
Schlagwörter	Student Attitudes; Teacher Attitudes; Synchronous Communication; Electronic Learning; Problem Based Learning; College Students; Allied Health Occupations Education; Student Experience; Foreign Countries; Barriers; Computer Mediated Communication; Australia + Suchen Sie Ihr Suchwort? Schülerverhalten; Lehrerverhalten; Problem-based learning; Problemorientiertes Lernen; Collegestudent; Studienerfahrung; Ausland; Computerkonferenz; Australien
Abstract	Problem Based Learning (PBL) is widely used to educate tertiary health students, mainly because of the pedagogical benefits including promoting critical thinking, clinical reasoning and lifelong learning. However, delivering PBL can be challenging, particularly when students have demanding academic and clinical placement schedules. PBL online has the potential to allow students to participate remotely. In this study, a PBL case was designed and delivered using a synchronous online platform. A qualitative methodology was used to understand the participants' experiences and perspectives. Focus group and survey data revealed that PBL online is a flexible and accessible alternative to face-to-face PBL. Aspects of the functionality offered by the platform assisted the PBL process, however internet connectivity impacted the trial and students reported difficulties with rapport building and limited depth of discussion. These difficulties were not perceived as detrimental by the facilitator, however additional effort and preparation was required compared to face-to-face PBL. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01