Problem-Based Learning Online

Problem-Based Learning Online

Problem-Based Learning Online

Problem-Based Learning Online

Synopsis

"This book makes a great shot at disentangling the challenge of the diversity of learning technologies and their intricate association with pedagogical approaches. The terms used by the book -- combining, uniting and interrelationships -- in some ways underplay the major challenges it poses. Have a good read of it -- and most importantly try out some ideas." Gilly Salmon, Professor of E-learning & Learning Technologies, Beyond Distance Research Alliance "This [book] represents a significant collection of papers which, I am sure, will help inform the development of an online pedagogy for problem-based learning." Michael Prosser, Director Research and Evaluation, Higher Education Academy "The studies presented in this book are evidence informed and theoretically framed in ways that promise to advance our understanding of these complex areas. This collection will be an invaluable read for anyone involved in PBL and/or e-learning in higher education. " Glynis Cousin, Senior Adviser, Higher Education Academy Problem-based Learning Online is the first book to: Address the current issues and debates about problem-based learning (PBL) online together in one volume Present and explore the range and diversity of application of PBL online Examine questions such as how course design and issues of power influence learning in PBL The book provides research-based information about the realities of setting up and running problem-based programmes using technology in a variety of ways. It also captures the diversity of use of technology with PBL across disciplines and countries, providing vital input into the literature on the theory and practice of PBL online. Contributors: Chris Beaumont, Si¢n Bayne, Chew Swee Cheng, Frances Deepwell, Sharon J. Derry, Roisin Donnelly, Carolyn Gibbon, Cindy E. Hmelo-Silver, Per Grøttum, David Jennings, Ray Land, Karen Lee, Kirsten Hofgaard Lycke, Anandi Nagarajan, Remy Rikers, Frans Ronteltap, Maggi Savin-Baden, Henk Schmidt, Helge I. Strømsø, Andy Syson, Kay Wilkie, Wilco te Winkel.

Excerpt

The purpose of this book is to provide research-based information about the realities of setting up and running problem-based learning programmes using technology and to demonstrate the diverse uses of technology with problem-based learning across disciplines and countries. Additionally, it is designed to address some of the more complex issues regarding learning online, such as addressivity, identity, issues of power and control, construc tions of text and notions of positioning and voice.

The book is not discipline specific, but, rather, aims to present a medley of experiences and to transcend disciplines and cultures, while also engaging with the interfaces between disciplines. We have aimed to bring together issues and debates about problem-based learning online in one volume, while also presenting or exploring a range and diversity of applications of problem-based learning online. Thus the chapters across this volume engage with readers' questions – not only the everyday questions such as 'how do I go about problem-based learning online?', but also questions about how course design and issues of power influence learning.

The book is presented in four parts, each designed to deal with different issues, namely: the possibilities and challenges presented by combining problem-based learning with computer technology; the debate surrounding the role of the online facilitator/mediator; the pedagogy related to technol ogy in learning; and, finally, the exploration of developments in technology which assist in understanding the nature of student interactions in problem based learning online.

Each part has an introduction written by the editors that draws on wider pedagogical concerns related to problem-based learning and online learning, thus locating each chapter in the wider literature.

In this text, we use the term PBLonline as a generic term because it captures that vast variety of ways in which problem-based learning is being used synchronously and asynchronously, on campus, or at a distance. Fur ther, it represents the idea that students learn through web-based materials including text, simulations, videos and demonstrations, and resources such . . .

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