Problem-Based Learning Online: Perceptions of Health Science Students

Autor/inn/en	Valaitis, Ruta K.; Sword, Wendy A.; Jones, Bob; Hodges, Andrea
Titel	Problem-Based Learning Online: Perceptions of Health Science Students
Quelle	In: Advances in Health Sciences Education, 10 (2005) 3, S.231-252 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1382-4996
DOI	10.1007/s10459-005-6705-3
Schlagwörter	Graduate Students; Student Attitudes; Online Courses; Problem Based Learning; Obstetrics; Tutors; Literacy; Teaching Methods; Qualitative Research; Decision Making; Computer Mediated Communication + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schülerverhalten; Online course; Online-Kurs; Problem-based learning; Problemorientiertes Lernen; Geburtshilfe; Förderlehrer; Lehrender; Tutor; Alphabetisierung; Schreib- und Lesefähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Qualitative Forschung; Decision-making; Entscheidungsfindung; Computerkonferenz
Abstract	This qualitative study explored health sciences students' perceptions of their experiences in online problem based learning (PBL) and focused on their views about learning and group process in the online environment. Participants were novices to online learning and highly experienced in PBL, therefore, they could reflect on past face-to-face PBL experiences. Three groups of learners were involved, including undergraduate nursing and midwifery students and graduate students in a neonatal nurse practitioner program. Findings are presented using the six steps of the PBL process (Rideout & Carpio, 2001). Results indicated that it is feasible to conduct PBL online. Students felt that it increased their flexibility for learning, enhanced their ability to deeply process content, and provided access to valuable learning resources. Students experienced a period of adaptation to the online environment, perceived a heavy workload, and had difficulties making group decisions online. In addition to using asynchronous communication, chats (synchronous communication) were valued to support group decision-making online. Students appreciated validation of their online contributions from their peers and wanted clear expectations of what constituted successful tutorial participation from their tutors. Although online PBL can work effectively, tutors and students need to develop online literacy skills to smooth their transition to an online PBL environment. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10