How to configure blended problem based learning–Results of a randomized trial

Abstract

Background: Problem based learning (PBL) may be successfully complemented by Blended Learning approaches. However, the precise effect of combining different eLearning components in PBL-courses is yet unclear. Aim: This study aims at comparing the effects of the different combinations of three interactive components (Wiki, Chat, and, Interactive Diagnostic Context -a diagnostic related link collection to expert sources) on learning, aspects of group process, and individual learner satisfaction. Methods: A mixed-method study addressed all possible combinations of the three components. Tests and controls were assigned by group randomization. Hypotheses were tested by the Friedman-and the Mann-Whitney U test. Results:The results prove Wiki to positively influence the ratings given by students to the course, whereas no evidence supports the expected advantages of Chat. The Interactive Diagnostic Context led to only few significant effects concerning the diagnostic approach and general score. Conclusion: Blended PBL (bPBL) profits best from supporting asynchronous communication (i.e. Wiki). Synchronous communication components and hypothesis-driven information retrieval do not yield further improvements. Thus, bPBL should concentrate on technically fostering the group process and avoid overloading the course configuration by other eLearning components.

Evaluation of How the Blended Use of a Virtual Learning Environment (VLE) Can Impact on Learning and Teaching in a Specific Module

“…In a similar way to previous findings (Fox and MacKeogh 2003;Enjelvin 2005;Moeller, Spitzer and Spreckelsen 2010), technological difficulties acted as a demotivating factor, with one student commenting, 'Found it really hard to get on to the post it page and put my comment on so I gave up with it'. The importance of easily accessible technical support was also raised by the teacher, particularly when something went wrong.…”

Emergency medicine residents’ beliefs about contributing to an online collaborative slideshow

“…18,25,26,29,[46][47][48][49][50][51][52][53][54] Beyond helping The rank number corresponds to the position held in the ranking of all beliefs. The most frequently mentioned belief is ranked first.…”

“…22 Three recent systematic reviews found that social media improved skill acquisition, knowledge retention, student satisfaction, and teacher supervision. 11,23,24 A scoping review of the literature, 11 focused specifically on CWAs, found three randomized trials [25][26][27] and concluded that CWAs had positive effects on scientific writing skills, leadership skills, and problem-based learning processes. However, low contribution rates have been found to be a major obstacle to CWA use in medical education.…”

A Review of Video Triggers and Video Production in Higher Education and Continuing Education PBL Settings

“…Accordingly, personal learning A Review of Video Triggers and Video Production in Higher Education and Continuing Education PBL Settings environments (PLEs) have received increased attention as a means to enhance students' control over their learning process using the new Web 2.0 and social media applications they prefer to construct their learning environments (Rahimi, van den Berg, & Veen, 2015). Student-centric instructional approaches, such as inquiry-based learning and PBL, no longer use only VLEs, but also social media applications for collaborative content production, sharing, commenting, reviewing, annotating, and communicating (e.g., brainstorming) as well as for playing and acting in virtual 3-D worlds (e.g., Moeller, Spitzer, & Spreckelsen, 2010;Portimojärvi, 2006;Savin-Baden, 2007;Savin-Baden & Wilkie, 2006;Tambouris et al, 2012;Rahimi et al, 2015). For example, Tambouris and colleagues (2012) combined higher education PBL practices with Web 2.0 technologies by developing a learning platform in which learners and teachers have the same degree of flexibility and control for using the offered Web 2.0 tools, such as blogs, wikis, and forums.…”