Exploring the Viability of Online Problem-Based Learning Through the Lens of Students and Teachers

Abstract

This study aimed at exploring the perceptions of students and teachers regarding the viability of the online problem-based learning (PBL) approach. The study also aimed to report the perceived merits and demerits of online PBL and offer suggestions to improve it further. To achieve these objectives, a qualitative exploratory study was conducted at the College of Medicine, The University of Lahore from July 2020 to November 2020. Employing purposive sampling, 12 students and 11 teachers were recruited, with experience in both online and face-to-face PBL. The perceived merits and demerits of online PBL were inquired in focus group discussions. Moreover, suggestions to improve the online PBL environment were elicited from both stakeholders. The data was recorded, and then inductively coded and thematically analysed using Atlis.ti software. Students displayed active participation, improved learning and self-regulation during online PBL. The participants valued online PBL as a resourceful, convenient and flexible learning strategy. Some demerits of online PBL were also reported, including student passivity, low motivation and poor concentration, which were mainly attributed to the lack of physical presence. Suggestions to improve the online PBL environment included virtual use of simulation patients and infographics, faculty development, student orientation and technical support. We conclude that online PBL can be used as an effective strategic alternative to face-to-face modality. However, certain challenges exist in online PBL that can jeopardise students’ learning processes. Efforts need to be made to fully capture the essence of the online PBL environment.

A Meta-synthesis on Technology-Based Learning Among Healthcare Students in Southeast Asia

“…The findings of this study align with previous studies. The use of technology is beneficial [ 75 , 76 ], overcoming boundaries [ 77 , 78 ], but requires precautions from misuse [ 79 ] and technology-dependency, whereas full learning by technology received mixed perceptions and uncertainty [ 80 – 82 ]. Technology-based learning is perceived as having little difference from other non-technology-based learning (e.g., flipped classroom, didactic teaching) in exercising critical thinking and deep learning.…”

Latent profile analysis on the effectiveness of tutor performance: Influence on medical students’ engagement in blended problem-based learning

“…Although tutors in the blended PBL process effectively supported constructive, selfdirected, and contextual learning, students might struggle in the collaborative learning experience. According to a prior study [49], online PBL negatively affected collaborative learning due to the lack of physical presence and increased cognitive load compared to face-to-face PBL. Hence, mentoring was highly recommended to help passive participants overcome psychological difficulties and fears in the online PBL environment [49].…”

“…According to a prior study [49], online PBL negatively affected collaborative learning due to the lack of physical presence and increased cognitive load compared to face-to-face PBL. Hence, mentoring was highly recommended to help passive participants overcome psychological difficulties and fears in the online PBL environment [49]. Moreover, Pires et al [50] suggested that tutors need to support collaborative learning using elaboration strategies, which elicit integral concepts from different sources and prior experiences to acquire new knowledge.…”