Adapting Problem-Based Learning to an Online Learning Environment

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Author(s): Lisa Lobry de Bruyn (University of New England, Australia)
Copyright: 2009
Pages: 26
Source title: Handbook of Research on Learning Design and Learning Objects: Issues, Applications, and Technologies
Source Author(s)/Editor(s): Lori Lockyer (University of Wollongong, Australia), Sue Bennett (University of Wollongong, Australia), Shirley Agostinho (University of Wollongong, Australia)and Barry Harper (University of Wollongong, Australia)
DOI: 10.4018/978-1-59904-861-1.ch033

Keywords: Education / Educational Technologies / Information Science Reference / Instructional Design

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Abstract

This chapter explores through a case study approach of a tertiary-level unit on Land Assessment for Sustainable Use, the connections between three key elements of learning—learning outcomes, learning design, and learning objects—in the context of problem based learning conducted in an online environment. At the “heart” of learning is the achievement of learning outcomes guided pedagogically by the learning design (“head”) with the support of well-designed, pedagogically-sound learning objects (“hands”). All the students participating in this case study were undertaking the unit as off-campus or “distance” students, either at under- or post-graduate level. This chapter defines the use of learning objects and learning design in a problem based learning context. Primary evidence is presented to demonstrate the effectiveness of the problem based learning design and integrated learning objects in facilitating learning outcomes when students communicated online on discussion boards within a course management system (WebCT) under two circumstances: one, as a collective group (2001-2003) before face-to-face instruction and practice in problem based learning; and two, in small groups (2004-2006) after receiving face-to-face instruction and practice in problem based learning. Improved student participation rates and quantity and quality of online student interactions on discussion boards seemed to be the consequence of early scaffolding of student learning through face-to-face instruction and practice in the problem-based learning activity, as well as working in small peer groups for subsequent discussion board activity. Overall there seemed to be improved student comprehension of and interaction with the learning design and learning objects in the small group experience of the problem based learning activity, which resulted in a more fulfilling and robust form of learning.

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