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Impact on Learner Experience: A Qualitative Case Study Exploring Online MBA Problem-Based Learning Courses

Impact on Learner Experience: A Qualitative Case Study Exploring Online MBA Problem-Based Learning Courses
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Author(s): J. Heather Welzant (Laureate Education Inc., USA)
Copyright: 2009
Volume: 1
Issue: 3
Pages: 16
Source title: International Journal of Agent Technologies and Systems (IJATS)
DOI: 10.4018/jats.2009070102

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Abstract

This qualitative case study investigated how the integration of a Problem-Based Learning (PBL) curriculum in an online MBA program impacted the learner experience. The learner experience included three stances created by Savin-Baden (2000); personal, pedagogical and interactional. The overarching theme was to examine the experiences of eight learners all in different PBL courses. The primary research question was: How does problem-based learning (PBL) impact the learner experience? Purposeful sampling, specifically multiple variation sampling was chosen. The data was collected in accordance with Yin’s (2003) five key components derived from documentation, archival records and interviews. The variety of data collection methods served to triangulate sources corroborating findings and offsetting the pitfalls of any one given method. Data analysis consisted of the constant comparison method using NVivo7 as the primary data management tool. Key findings correlated with the Savin-Baden (2000) study revealing how the stances were interdependent upon one another.

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