Learner Perspectives of Online Problem-Based Learning and Applications from Cognitive Load Theory

Autor/in	Chen, Ruth
Titel	Learner Perspectives of Online Problem-Based Learning and Applications from Cognitive Load Theory
Quelle	In: Psychology Learning and Teaching, 15 (2016) 2, S.195-203 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-7257
DOI	10.1177/1475725716645961
Schlagwörter	Problem Based Learning; Cognitive Processes; Difficulty Level; Electronic Learning; Higher Education; Learner Engagement; Undergraduate Students; Online Courses; Nurses; Nursing; Nursing Education; Nursing Students; Short Term Memory; Student Surveys; Likert Scales; Questioning Techniques; Feedback (Response); Online Surveys; Educational Technology; Comparative Analysis; Qualitative Research; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Problem-based learning; Problemorientiertes Lernen; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Hochschulbildung; Hochschulsystem; Hochschulwesen; Online course; Online-Kurs; Krankenpflege; Pflegepädagogik; Kurzzeitgedächtnis; Schülerbefragung; Likert-Skala; Befragungstechnik; Fragetechnik; Unterrichtsmedien; Qualitative Forschung; Ausland; Kanada
Abstract	Problem-based learning (PBL) courses have historically been situated in physical classrooms involving in-person interactions. As online learning is embraced in higher education, programs that use PBL can integrate online platforms to support curriculum delivery and facilitate student engagement. This report describes student perspectives of the online PBL experience, interpreted through the lens of Cognitive Load Theory. Fifty-two undergraduate health professional students participated in this descriptive survey. The responses revealed that, overall, learners perceived the platform to be suitable for conducting online PBL, that distractions in the online environment were no greater than those experienced in physical classroom, and that online PBL was as effective as in-class PBL for learning. In online PBL, the technological capabilities and limitations of the online platform were identified by students as the key sources of hindrances and facilitators to learning. Suggestions for implementing online PBL using instructional principles from Cognitive Load Theory and multimedia learning are offered. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01