ITCE Volume 2004, Number 1, ISSN 1522-8185 Publisher: Association for the Advancement of Computing in Education (AACE)
Problem-Based Learning (PBL) is a contemporary teaching approach that has become increasingly applied way of academic education since its beginnings in the 1960s. Its popularity has grown since it was introduced into medical education and spread to various fields in the last decades. This small group learning approach using major principles of situated learning and cognition, however, has been applied almost exclusively to adult education. In this paper we examine the introduction of multimedia to enhance computer-based PBL in elementary school. We compared a PBL-class with a traditional lecture-based class of forth-graders from a German elementary school. An analysis of cognitive, meta-cognitive and motivational outcomes revealed some benefits of self-directed learning in the PBL-class compared to the control class.
Zumbach, J., Kumpf, D. & Koch, S. (2004). Using Multimedia to Enhance Problem-Based Learning in Elementary School. Information Technology in Childhood Education Annual, 2004(1), 25-37. Association for the Advancement of Computing in Education (AACE).
© 2004 Association for the Advancement of Computing in Education (AACE)
These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact email@example.com.
Timothy Pelton, Manish Sehgal & Leslee Francis Pelton, University of Victoria, Canada
EdMedia + Innovate Learning 2009 (Jun 22, 2009) pp. 3042–3046
Rana Tamim, Concordia University, Canada; Kamran Shaikh & Edward Bethel, Concordia, Canada
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2007 (Oct 15, 2007) pp. 1302–1307
An Inter-Team Collaboration Model for Web Development Projects: Observe-Communicate-Assist-Reflect (OCAR)
William Doane, Joette Stefl-Mabry, Jonathan Christopher, Jonathan Davis, Joshua Issacson & Henry Szablicki, University at Albany, State University of New York, United States
EdMedia + Innovate Learning 2006 (June 2006) pp. 1199–1204
Theory-Supported Problem-Based Cognitive Partnerships Spanning 3rd Grade To Higher Education: A Case Study
Joette Stefl-Mabry & Jennifer Goodall Powers, University at Albany, State University of New York, United States
EdMedia + Innovate Learning 2005 (Jun 27, 2005) pp. 2130–2137
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.