An educational experience with online teaching – not a best practice

Publikation: Forskning - peer reviewKonferenceartikel i proceeding

Abstract

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

Bidragets oversatte titelErfaringer med online undervisning - ikke en "best practice"
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.
OriginalsprogEngelsk
TitelWorld Conference on Computers in Education 2017: Book of Abstracts. In World Conference on Computers in Education 2017 - Conference Programme: Tomorrow’s learning: involving everyone. (pp. 31-168)
RedaktørerAthur Tatnall, Mary Webb
Udgivelses stedDublin
Publikationsdato1 jul. 2017
Kapitel32
ISBN (Trykt)978-3-319-74309-7
StatusUdgivet - 1 jul. 2017
PublikationsartForskning
Peer reviewJa
BegivenhedWorld Conference on Computers in Education - Dublin Castle, Dublin, Irland
Varighed: 2 jul. 20176 jul. 2017
http://www.globaleventslist.elsevier.com/events/2017/07/world-conference-on-computers-in-education-2017-fba6734d/

Konference

KonferenceWorld Conference on Computers in Education
LokationDublin Castle
LandIrland
ByDublin
Periode02/07/201706/07/2017
Internetadresse

Bibliografisk note

BFI nummer 5000157

Kort

ID: 255010475