A Pilot Study of Problem Formulation and Resolution in an Online Problem-based Learning Course
ARTICLE
Rick Kenny, Athabasca University ; Mark Bullen, British Columbia Insitute of Technology (BCIT) ; Jay Loftus, Athabasca University
IRRODL Volume 7, Number 3, ISSN 1492-3831 Publisher: Athabasca University Press
Abstract
This paper discusses an exploratory study to investigate the existence, and nature, of student problem formulation and resolution processes in an undergraduate online Problem-Based Learning (PBL) course in Agricultural Sciences. We report on the use of a content analysis instrument developed to measure problem formulation and resolution (PFR) processes in online asynchronous discussions (Murphy, 2004a, 2004b) to analyze students' text-based, online discussions. The results offer evidence that students do engage in problem formulation and resolution and that these processes appear to be consistent with the PBL process carried out in this course. However, the nature of the PBL pedagogy, at least in this instructional context, ties the PBL problems to be solved tightly to a marked assignment structure and, therefore, appears to restrict the PFR process in its early and late stages.
Citation
Kenny, R., Bullen, M. & Loftus, J. (2006). A Pilot Study of Problem Formulation and Resolution in an Online Problem-based Learning Course. The International Review of Research in Open and Distributed Learning, 7(3),. Athabasca University Press. Retrieved September 1, 2024 from https://www.learntechlib.org/p/49697/.
Keywords
Cited By
View References & Citations Map-
Exploration of Frameworks for Evaluation of Online Discussions and Methodological Considerations
Alexandru Spatariu, Georgetown College, KY, United States; Denise Winsor, University of Memphis, United States; Bobby Hoffman, University of Central Florida, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2013 (Oct 21, 2013) pp. 2106–2116
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The Role of Technology in Support of Problem-Based Learning in Online Learning Environments
Yu-Chun Kuo & Andrew Walker, Utah State University, United States
Global Learn 2010 (May 17, 2010) pp. 1447–1455
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