An Educational Experience with Online Teaching – Not a Best Practice

Publikation: Bidrag til bog/antologi/rapport/konference proceedingBidrag til bog/antologiForskningpeer 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.
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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 : IFIP AICT
RedaktørerArthur Tatnall, Mary Webb
Antal sider11
Udgivelses stedCham, Switzerland
ForlagSpringer
Publikationsdato2018
Sider304-313
ISBN (Trykt)978-3-319-74309-7
ISBN (Elektronisk)978-3-319-74310-3
DOI
StatusE-pub ahead of print - 2018
PublikationsartForskning
Peer reviewJa
ID: 265043466