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. 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.
| Translated title of the contribution | Erfaringer med online undervisning - ikke en "best practice" |
|---|---|
| Original language | English |
| Title of host publication | World 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) |
| Editors | Don Passey, Nocholas Mavengere |
| Number of pages | 1 |
| Place of Publication | Dublin |
| Publication date | 1 Jul 2017 |
| Pages | 26 |
| Publication status | Published - 1 Jul 2017 |
| Event | World Conference on Computers in Education - Dublin Castle, Dublin, Ireland Duration: 2 Jul 2017 → 6 Jul 2017 http://wcce2017.com/ http://www.globaleventslist.elsevier.com/events/2017/07/world-conference-on-computers-in-education-2017-fba6734d/ |
Conference
| Conference | World Conference on Computers in Education |
|---|---|
| Location | Dublin Castle |
| Country/Territory | Ireland |
| City | Dublin |
| Period | 02/07/2017 → 06/07/2017 |
| Internet address |