Geography Student Teachers’Perceptions of Online Problem-based Learning Activities: A Case Study

Abstract

As online learning is being embraced in higher education, geography modules that implement problem-based learning can integrate online platforms to support geography curriculum delivery and facilitate student collaboration. The aim of this case study was to explore full-time BEd geography student teachers' (n = 98) perceptions of online problem-based learning activities in two third-year geography modules. The study used quantitative and qualitative research approaches based on questionnaire applications. The findings of the study indicate that the full-time BEd geography student teachers showed positive perceptions regarding the general aspects of online problem-based learning and the online problem-based learning process. Moreover, these student teachers were specifically impressed with the management of the university's learning management system (Sakai named Efundi), Google Docs, as a collaborative online space on which to compile the problem-based learning report. The student teachers also held positive perceptions of the role-players in online problem-based learning, as well as the assessment rubric used to assess the online problem-based learning activities; hence, these have good correlations with online community of inquiry principles.

Self-directed multimodal learning within a context of transformative open education

“…Regular communication and collaboration with students do promote a teaching presence and can lead to higher-order thinking (Gani 2018). In addition, scaffolding is also an important strategy that can be used by online tutors to support in solving problems (Golightly & Van der Westhuizen 2018). Although online tutors, who are not the lecturers, are often used in BL environments, Pool et al (2017) reported in their study that students preferred the presence of the lecturer.…”

“…• CL Cruywagen 2015;Gambiza 2009) • PBL (Gambiza 2009;Golightly & Van der Westhuizen 2018;Massyn 2009) • flipped classroom (Le Roux & Nagel 2018). used the combined BL model to design a CL-BL environment.…”

“…Problem-based learning was used in the study by Golightly and Van der Westhuizen (2018). This study investigated the experiences of students in the online PBL task in a Geography Education module.…”

“…The studies by Golightly and Van der Westhuizen (2018) and Pool (2014) also highlight the benefits of group work, in which each member was allocated a particular role. In their PBL approach, it manifested in the form of a collaborative task.…”

“…They reported that a higher level of difficulty in the task increases group members' involvement, which, in turn, promotes social presence. Golightly and Van der Westhuizen (2018) also stated that the PBL task encouraged social responsibility -for example, group members showed respect and tolerance for fellow group members' views and ideas. Various researchers have pointed out that a sense of belonging to a group or community can stimulate a social presence (Gani 2018;Modise 2016;Pool 2014;Rajkoomar 2015).…”