ICT as a Catalyst in Problem-Based Learning Processes? A Comparison of Online and Campus-Based PBL in Swedish Fire-Fighter Training

Autor/in	Holmgren, Robert
Titel	ICT as a Catalyst in Problem-Based Learning Processes? A Comparison of Online and Campus-Based PBL in Swedish Fire-Fighter Training
Quelle	In: International Journal of Adult Vocational Education and Technology, 4 (2013) 2, S.1-14, Artikel 1 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-8607
DOI	10.4018/javet.2013040101
Schlagwörter	Information Technology; Problem Based Learning; Problem Solving; Comparative Analysis; Online Courses; Conventional Instruction; Fire Science Education; Fire Protection; Foreign Countries; Distance Education; Independent Study; Technology Integration; Curriculum Design; Teacher Role; Learning Activities; Learning Processes; Student Role; Semi Structured Interviews; Sweden + Suchen Sie Ihr Suchwort? Informationstechnologie; Problem-based learning; Problemorientiertes Lernen; Problemlösen; Online course; Online-Kurs; Fire prevention education; Brandschutzerziehung; Brandbekämpfung; Ausland; Distance study; Distance learning; Fernunterricht; Selbststudium; Lehrplangestaltung; Lehrerrolle; Lernaktivität; Learning process; Lernprozess; Schweden
Abstract	This article focuses on the impact on learning processes when digital technologies are integrated into PBL (problem-based learning) oriented distance training. Based on socio-cultural perspectives on learning and a comparative distance-campus as well as a time-perspective, instructor and student roles, and learning activities were explored. Interviews with instructors and students were collected from the two study modes at the beginning and at the end of the training period. The results showed that online PBL, compared to campus-based PBL, evolved towards a more individual, real-life and literacy-oriented problem-solving process with supervising instructors and self-directed learning among students. The follow-up study in the latter part of the training showed that the extended technology integration resulted in both phases of dissemination and normalization. The development in online PBL affected both the course design and educational talks throughout the training. However, the prevailing teaching culture and educational deficiencies of new instructors contributed to a gradual normalization of the online PBL. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2018/2/04