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The Usefulness of Media-Rich Problem-based Learning to the Training of Chinese Student Teachers
PROCEEDINGS

, The Hong Kong Institute of Education, Hong Kong

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Quebec City, Canada ISBN 978-1-880094-63-1 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

The development of multimedia educational courseware on Problem-based Learning (PBL) in this study is expected to probe into how student teachers of various disciplines responded to a particular educational product that involved media-based educational triggers, and their attitudes to the potential technological development in fostering student-centred learning in general and problem-based learning in particular, with the ultimate goal of enhancing and improving the quality of teacher training. Two lines of inquiry have, thus, been followed throughout the investigation: i) to identify and describe the various student group attitudes towards the newly developed video-rich PBL triggers; and ii) to explore how such educational courseware can be used, enhanced, and presented as examples of learning objects in actual teaching situations. The implications and recommendations arising from the findings obtained in this research project will provide teacher educators with some initial insights when using similar media–based products in teacher education.

Citation

Ma, A. (2007). The Usefulness of Media-Rich Problem-based Learning to the Training of Chinese Student Teachers. In T. Bastiaens & S. Carliner (Eds.), Proceedings of E-Learn 2007--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 366-373). Quebec City, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved November 13, 2019 from .

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