Enhancing problem-based learning designs with a single e-learning scaffolding tool: Two case studies using challenge FRAP

Abstract

Enhancing problem-based learning designs with a single e-learning scaffolding tool: Two case studies using challenge FRAP, Interactive Learning Environments, 15:1, 77-91, Problem-based learning (PBL) is a powerful instructional approach. By working through assessable complex problem-solving tasks learners can be encouraged to actively engage in investigation and inquiry and to use high level cognitive thought processes to solve real-life problems in professional contexts. A critical element of a successful PBL design is the inclusion of instructional support, such as scaffolding, to guide and assist the learner through the reasoning process that is crucial to successful problem-solving. The e-learning tool 'Challenge FRAP' (Form for the Recording of the Analysis of Problems) is client-based public domain authoring software which facilitates the use of scaffolding, the provision of progressive feedback and can promote student reflection at key decision-making points. This paper illustrates the benefits of such an e-learning scaffolding tool through two PBL case studies; one group-based PBL task in science and technology and one selfdirected PBL task in plant pathology.

A Cognitive Support System to Scaffold Students’ Problem-based Learning in a Web-based Learning Environment

“…Thus, technology provides a possible solution to address the lack of sufficient instructor's guidance in a PBL environment. In addition, technology can be designed to provide both cognitive and affective support to facilitate the PBL processes and promote self-reflections (e.g., ChanLin & Chan, 2007;Stewart, Maclntyre, Galea, & Steel, 2007). Some researchers (e.g.,…”

IRRODL Volume 11, Number 3

“…Some dPBL studies use synchronous interventions, requiring simultaneous interaction by students (Sulaiman, Atan, Idrus, & Dzakiria, 2004). Others use asynchronous technologies, allowing students to take part in discussions over a period of days or weeks (An & Reigeluth, 2008;ChanLin & Chan, 2007;Kenny, Bullen, & Loftus, 2006;McConnell, 2002;Steinkuehler, Derry, Hmelo-Silver, & Delmarcelle, 2002;Stewart, MacIntyre, Galea, & Steel, 2007). Still others combine the two, with some synchronous elements and some asynchronous (An & Reigeluth, 2008;Dennis, 2003;Gale, Wheeler, & Kelly, 2007;Ronteltap & Eurelings, 2002;Waters & Johnston, 2004).…”

The pedagogical enhancement of open education: An examination of problem-based learning

“…Some dPBL studies use synchronous interventions, requiring simultaneous interaction by students (Sulaiman, Atan, Idrus, & Dzakiria, 2004). Others use asynchronous technologies, allowing students to take part in discussions over a period of days or weeks (An & Reigeluth, 2008;ChanLin & Chan, 2007;Kenny, Bullen, & Loftus, 2006;McConnell, 2002;Steinkuehler, Derry, Hmelo-Silver, & Delmarcelle, 2002;Stewart, MacIntyre, Galea, & Steel, 2007). Still others combine the two, with some synchronous elements and some asynchronous (An & Reigeluth, 2008;Dennis, 2003;Gale, Wheeler, & Kelly, 2007;Ronteltap & Eurelings, 2002;Waters & Johnston, 2004).…”