Problem-based learning (PBL) has been shown to be effective for promoting student competencies in self-directed and collaborative learning, critical thinking, self-reflection and tackling novel situations. However, the need for face-to-face interactions at the same place and time severely limits the potential of traditional PBL. The requirements of space and for meeting at a specific location at the same time create timetabling difficulties. Such limitations need to be tackled before all potentials of PBL learning can be realized. The present study aimed at designing and implementing an online PBL environment for undergraduate speech/language pathology students, and assessing the associated pedagogical effectiveness. A group of eight PBL students were randomly selected to participate in the study. They underwent 4 weeks of online PBL using Adobe Connect. Upon completion of the experiment, they were assessed via a self-reported questionnaire and quantitative comparison with traditional PBL students based on the same written assignment. The questionnaire revealed that all participating students enjoyed online PBL, without any perceived negative effects on learning. Online PBL unanimously saved the students travel time to and from school. Statistical analysis indicated no significant difference in assignment grades between the online and traditional PBL groups, indicating that online PBL learning appears to be similarly effective as traditional face-to-face PBL learning.

No abstract

No abstract

Reduced essential information content, lower degree of elaboration, and a larger amount of structural disruptions may have contributed to the reduced overall discourse coherence in speakers with anomic aphasia.

Efficient Chinese character reading requires rapid access to orthographic representations of radical form and position. This study identified the temporal sequence of radical form, radical position and lexicality processing in adult first language (L1) and intermediate second language (L2) Chinese readers. Eventrelated potential responses in a one-back repetition detection task were submitted to linear mixed-effects models. Violation of radical position produced P100 effects that were left-lateralized for L1 readers and right-lateralized for L2 readers. When controlling for P100 activation, radical position produced a left-lateralized effect at the N170 for L2 readers but no additional activities for L1 readers. Radical form effects were found at the N270 for L1 readers, where radical form violation produced larger N270. Results suggested that radical representations are position-specific in initial orthographic processing for both groups. However, different temporal dynamics and topographic distributions suggested divergent radical processing for native versus non-native readers from the beginning. HighlightsWhat is already known about this topic • Radical form and radical positions both contributed to the reading of compound characters.