Supporting problem-based learning in groups in a net environment

Abstract

Since 1996 the Communication Studies programme at Roskilde University (Denmark) has been offered as distance education. During the four years, we have improved our means to achieve a functioning CSCL pedagogy, developing from initially a somewhat na ïve translation of face-to-face and group organized PBL to an online context, into a now rather reflected CSCL learning concept, with intensive facilitator/supervisor involvement. In this paper we seek to identify ways of supporting PBL in groups in a net environment. This exercise is based upon four years of continually refining the conversion of pedagogical principles from face-toface teaching at Roskilde University to Open University activities using WWW technology. In this process we have been looking for a software concept that could help implement our ideas by supporting students and teachers in their efforts. While smart technologies may make it easier to transfer messages of all kinds (including multimedia components) and to cooperate on distance, pedagogical insights and competencies cannot easily be

Problem based learning model: A collection from literature

“…In certain cases, the problem is not determined by the facilitator, instead students decide for themselves (Cheesman and Heilesen, 1999;. For instance, in Roskilde University's PBL model, students are given the freedom to develop their problem solving proposal, but it must fulfil several requirements, in order to meet the pre-determined standards.…”

“…Supporting courses are also offered to fill up the gaps within the thematic modules (Oliveira and de Oliveira, 2009), and are designed to be different than the traditional method. In some cases, voluntary courses are offered as additional knowledge, where the content may or may not be related to the students' project at hand (Cheesman and Heilesen, 1999).…”

Tailoring Educational Elements for Academic Teaching - The JurMOO

“…Due to the very little information to be stored, such hosting of mailing lists, which are administrated by the students themselves, could be interesting for future alumni work of their institutes. Cleesman et al (1999), when propagating problem-based learning, point out the necessity of intelligent pedagogical conceptions being more important for successful media use in education than costly programs. The problem to be solved by a virtually supported seminar preparation, in this context, is the coordination of students preparing their contributions for a common seminar.…”

Um modelo conceitual para aprendizagem colaborativa baseada na execução de projetos pela Web.

“…Um modelo conceitual para aprendizagem colaborativa baseada na execução de projetos pela Web Segundo Cheesman & Heilesen [17], os adultos são classificados em relação à aprendizagem e a suas interações nos seguintes três tipos de alunos:…”

“…Para atingir as posturas desejadas em busca de um maior sucesso no processo de aprendizagem, em determinadas situações pode ser necessário estabelecer regras de participação e conduta, de forma tal que seja possível balancear tanto a quantidade como a qualidade da intervenção dos participantes nas tarefas coletivas [17].…”