E-learning in problem-based learning

Donkers, Jeroen; Verstegen, Daniëlle; Leng, Bas de; Jong, Nynke de

doi:10.1093/acprof:oso/9780199583447.003.0013

Cited by 7 publications

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“…A combination of various methods, including traditional based online 24/7 lectures and tutorials can also be included e-learning but this type of combined effort is usually referred to as blended learning. Donkers et al (2010) argued that "E-learning in the context of problem-based learning (PBL) refers to the use of software to: support the learning of specific knowledge and skills, support communication and group work, and support assessment and reflection." (p. 1); while Vestegen et al (2016) stated that "E-learning includes a range of technological tools and facilities employed to support or improve the learning process of students, for example to support the learning of specific knowledge and skills, to support communication and group work, and to support assessment and reflection (Donkers, Verstegen, de Leng, & de Jong, 2010).…”

Section: E-learning and Teaching Traditional Teachingreview Of Recent...mentioning

confidence: 99%

Traditional vs Non-traditional Teaching and Learning Strategies - the case of E-learning!

Tularam

2018

IJMTL

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The traditional teaching approaches are generally teacher-directed and where students are taught in a manner that is conducive to sitting and listening. It is true that the traditional expectations and department philosophies often allow us to continue with the lecture-based model with some useful results as evident by the past accomplishments of many and this cannot be disputed as much. However it is often argued that the traditional approach may not provide students with valuable skills and indeed some even go as far as saying the traditional method leads to a student not retaining knowledge after exams - they have little or no recall of the body of knowledge learnt beyond the end of a semester, for example. The teaching of mathematics that is usually referred to or called non-traditional uses constructivist philosophy as its basis; this implicates strategies in which the individual is making sense of his or her universe. So the student is an active participant, which allows an individual to develop, construct or rediscover knowledge - a major goal that can be very time consuming process if taken literally for each student; alternately, there is also a philosophical position known as social constructivism; which suggests group work, language and discourse to be vital for learning in a cultural framework of the knowledge base; so the use of group work, discussion, and group solving problems in a cooperative manner lead to a discourse which is believed to be the most important part of learning process. It is argued that the non-traditional teaching is done using a problem solving approach; where the learner is the problem solver.Typically, university lecturers in mathematics and engineering are often not trained in the non-traditional classroom methods. Some have argued that even if they included non-traditional teaching in their universities in fact they may not be in reality using the so called non-traditional methods and goals. They argue that lecturers are often lacking the underlying philosophical knowledge of the non-traditional goals and objectives, and therefore they are not in a position to implement such methodologies and assessment techniques, in reality, even when they say they are.The non-traditional teaching and learning (NTTL) in mathematics and engineering needs to be well understood before any appropriate comparisons can be made with the older techniques if we are to do it in professional manner. For example the teachers of engineering courses need to reflect where the students are coming from, and where will they need to be after completing the course; also lecturers need to keep the context and goals of the course the degree program in mind while preparing for their class teaching content for the semester. So, we need to consider the knowledge, procedures, skills, beliefs and attitudes that will be expected for each student of mathematics or engineering at the end of the course that is to be taught in a time frame of 12 to 13 weeks; in addition to keeping the economic constraints of a university in modern times in check at all times.The computer based teaching technology (e-learning) is now constantly used in mathematics and engineering courses. The e-learning methodology is considered to be in line with the non-traditional approaches than the traditional teaching approaches; and this paper critically reviews the literature on mathematics and engineering that have made comparisons of the approaches outlined. The paper will specifically examine the advantages/disadvantages of the approaches as well the manner in which they influence performance of students in mathematics and engineering courses.

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Section: E-learning and Teaching Traditional Teachingreview Of Recent...mentioning

confidence: 99%

Traditional vs Non-traditional Teaching and Learning Strategies - the case of E-learning!

Tularam

2018

IJMTL

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“…Teknologierne anvendes f.eks. med henblik på at facilitere laering af specifik viden eller faerdigheder, kommunikation og gruppearbejde eller kritisk vurdering og refleksion (Donkers, Verstegen, de Leng, & de Jong, 2010). Også i PBL-forløb er implementeringen af forskellige teknologier et fokusområde (Verstegen et al, 2016;Ryberg, Glud, Buus & Georgsen, 2010).…”

Section: Introduktionunclassified

Facilitering af selvstudiet i problembaseret læring - et læringsdesign for asynkron kommunikation

Lorenzen

Thomasen

2016

LOM

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Ved Bioanalytikeruddannelsen på Professionshøjskolen Metropol praktiseres problembaseret læring (PBL) ved at føre de studerende gruppevis gennem en struktureret læringsproces, der faciliteres af en tutor og initieres af åbne virkelighedsnære problembeskrivelser. Processen fører til, at gruppen opstiller egne læringsmål, som de studerende i det efterfølgende selvstudie afdækker ved selvstændig indhentning og bearbejdning af viden. Forløbet afsluttes ved en faglig diskussion i gruppen. Alle led i processen er essentielle for de studerendes læring og for, at de pædagogiske hensigter med PBL indfries. Der har været stor fokus på, hvordan problembeskrivelsen, tutors rolle og gruppedynamik har indflydelse på læringsprocessen i PBL. De studerendes selvstudie har derimod fået mindre opmærksomhed. Artiklen præsenterer et læringsdesign for, hvordan digital understøttelse kan kvalificere de studerendes selvstudie under hensyntagen til PBL-princippet om selvstyret læring. Konkret arbejder de studerende under selvstudiet i et kollaborativt online dokument, hvor indlæg er styret af læringsmålene, fagligt kvalificeret gennem asynkron kommunikation med medstuderende samt feedback fra tutor. Artiklen diskuterer med udgangspunkt i data indsamlet fra de studerendes evalueringer og tutorers iagttagelser, dels læringsdesignets betydning for de studerendes arbejde og læring under selvstudiet og dels potentialet ved brug af læringsdesignet som et refleksionsredskab for undervisere.

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“…Using information and communication technologies (ICT), the former presentation of paper patient cases in PBL was enhanced by using multimedia content. Here, the virtual patients (VPs) were introduced as interactive electronic medical cases that offer advanced support for learning [1]. However, the primary aim of virtual patients is to simulate real patient care [2].…”

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confidence: 99%

Integration of Virtual Patients in Education of Veterinary Medicine

Majerník¹,

Maďar²,

Mojžišová³

2017

Annals of Computer Science and Information Systems

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Abstract-Problem based learning, utilizing simulations and virtual reality tools represents one of the approaches integrated into the education of medicine to prepare medical students for both the bedside teaching and their later clinical praxis. On the other side, implementation of innovative didactic materials may be useful also for veterinary medicine students. Thus, veterinary topics can be introduced and explained in the form of virtual cases, helping students to understand relationships between theory and practical application of their decisions. Simulations and virtual cases are also used to assess students' clinical reasoning skills. Therefore, our work is aimed on integration of modern simulation tools into education process at University of veterinary medicine and pharmacy in Košice, Slovakia. Inspired by our colleagues from Faculty of Medicine in Košice and respecting our requirements we were able to specify appropriate methods and to introduce the first veterinary virtual patient to our students.

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E-learning in problem-based learning

Cited by 7 publications

References 0 publications

Traditional vs Non-traditional Teaching and Learning Strategies - the case of E-learning!

Traditional vs Non-traditional Teaching and Learning Strategies - the case of E-learning!

Facilitering af selvstudiet i problembaseret læring - et læringsdesign for asynkron kommunikation

Integration of Virtual Patients in Education of Veterinary Medicine

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