An Educational Experience with Online Teaching – Not a Best Practice

Publikation: Bidrag til bog/antologi/rapport/konference proceedingKonferenceartikel i proceedingForskningpeer review

Abstract

Problem- and Project-Based Learning (PBL) is a widely used pedagogical method in higher education. Although PBL encourages self-directed learning and works with the students’ own projects and problems, it also includes teacher presentations, discussions and group reflections, both on-campus and online. Therefore, the teacher’s plans might be relevant to the students’ projects, but that is not always the case. This study investigates how master’s students interact with an online Problem-Based Learning design and examines how technology influences these interactions. The empirical data stem from lessons at an online master’s course, and they were collected and analyzed using a netnographic approach. The study finds that concepts like self-directed learning and active involvement of everyone can have very different meanings from the teachers’ and the students’ points of view. If the students do not see the relevance immediately, they often leave the online sessions. Hence the title: This study describes an experience and provides a point of departure for further discussion, but it is not an example of best practices for online PBL.
Luk

Detaljer

Problem- and Project-Based Learning (PBL) is a widely used pedagogical method in higher education. Although PBL encourages self-directed learning and works with the students’ own projects and problems, it also includes teacher presentations, discussions and group reflections, both on-campus and online. Therefore, the teacher’s plans might be relevant to the students’ projects, but that is not always the case. This study investigates how master’s students interact with an online Problem-Based Learning design and examines how technology influences these interactions. The empirical data stem from lessons at an online master’s course, and they were collected and analyzed using a netnographic approach. The study finds that concepts like self-directed learning and active involvement of everyone can have very different meanings from the teachers’ and the students’ points of view. If the students do not see the relevance immediately, they often leave the online sessions. Hence the title: This study describes an experience and provides a point of departure for further discussion, but it is not an example of best practices for online PBL.
OriginalsprogEngelsk
TitelTomorrow’s Learning : Involving Everyone – Learning with and about technologies and computing
RedaktørerArthur Tatnall, Mary Webb
Antal sider10
Udgivelses stedCham, Switzerland
ForlagSpringer
Publikationsdato25 jul. 2018
Sider304-313
ISBN (Trykt)978-3-319-74309-7
ISBN (Elektronisk)978-3-319-74310-3
DOI
StatusUdgivet - 25 jul. 2018
PublikationsartForskning
Peer reviewJa
BegivenhedWCCE 2017: IFIP World Conference on Computers in Education - Dublin Castle Conference Centre, Dublin, Irland
Varighed: 3 jul. 20176 jul. 2017
http://wcce2017.com/

Konference

KonferenceWCCE 2017: IFIP World Conference on Computers in Education
LokationDublin Castle Conference Centre
LandIrland
ByDublin
Periode03/07/201706/07/2017
Internetadresse
NavnIFIP Advances in Information and Communication Technology
Volume/Bind515
ISSN1571-5736
ID: 265043466