The Integration of Problem-Based Learning Strategies in Distance Education

Edwards, Nancy; Hugo, Kylie; Cragg, Betty; Peterson, Joan

doi:10.1097/00006223-199901000-00011

Cited by 26 publications

(9 citation statements)

References 15 publications

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“…He noted that social cohesion with the group of students was not good and that communication between students was limited and focused mainly on personal rather than academic issues. Several students in his study felt anxiety about using electronic (email) communication.Edwards, Hugo, Cragg and Peterson (1999) assert that 'research generally shows no significant difference in educational outcomes [that is, course achievement and satisfaction with instruction] between courses taught through distance education and those offered in the regular classroom'. Such a conclusion is a typical one from the research looking at differences in educational outcomes associated with conventional classroom-based education and distance education.…”

mentioning

confidence: 99%

Comparing distance education and conventional education: observations from a comparative study of post-registration nurses

Duffy¹,

Gilbert²,

Kennedy³

et al. 2002

Research in Learning Technology

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This retrospective study presents a comparison of assessment results achieved by distancelearning students and classroom-based students undertaking the same module in a degree course. The purpose of the comparison is to provide some objective measurement of the quality of distance education in relation to conventional classroom-based education. The authors have selected three groups of students, who have all undertaken the same module in the B. Sc Health Studies degree programme offered by the University of Paisley. One group (in Paisley) IntroductionIn the United Kingdom, the university with the highest number of students is a distance education university (HESA, 2000). The higher education sector can clearly deliver 70Alt-J Volume 10 Number I distance education. However, in the current ideological and financial drive towards increasing the distance education component of higher education, one of the key questions is this: is the quality of the distance education offered in higher education equivalent to the quality of its classroom-based education?This paper reports a study carried out in the University of Paisley, which attempts to shed some light on this question. It makes a specific comparison of the results achieved by classroom-based students and distance-learning students undertaking the same degree course. All the students under comparison study the same module material and undertake identical assessments. But they study in different modes and in different locations in the world: some based on the campus in the town of Paisley and undertaking the course by conventional classroom-based learning; others geographically dispersed -with the majority living in Hong Kong -and accessing the course by distance learning.One indicator of the quality of learning and teaching is the results that students achieve in assessable coursework. Accordingly we have phrased our research question in the following terms: do post-registration nurses studying by distance learning achieve the same assessment results as colleagues undertaking the same module by conventional classroom-based study?Comparing distance education and classroom education Peterson (2001) states that scholars of distance learning fall into two main camps. The first camp argues that distance learning is an opportunity for those that could not usually attend university to participate in tertiary education; that it promotes lifelong learning; and that 'the experience of an online course can be as rich and fulfilling as the experience of a traditional course'. They argue that more diverse populations of students with different learning styles can benefit from online courses.The second camp argues that in distance learning the focus is on teaching rather than on learning, and that the claims of flexibility are not reflected in present distance learning courses. They argue that students are frustrated, not just by the feelings of isolation but by lack of feedback from their teachers and difficulty in understanding written instructions given to them (Peterson, 20...

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confidence: 99%

Comparing distance education and conventional education: observations from a comparative study of post-registration nurses

Duffy¹,

Gilbert²,

Kennedy³

et al. 2002

Research in Learning Technology

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“…It was also emphasized in the study that the learning and active participation of adult learners were increased due to the social interactions with lecturers and collaborative interactions with peers in online discussions. In the experimental study carried out by Edwards et al (1999), PBL was determined to be an approach that reduces the disadvantages of distance education. Similarly, it was also concluded in the studies of Jong et al (2013) and Mclinden, McCall, Hinton and Weston (2006) that online PBL encouraged participants to think more.…”

Section: Effectiveness Of the Wb-pbsat Programmentioning

confidence: 99%

“…Çünkü iki yaklaşımın birleştirilmesi ile bireylere öğrenmeleri için etkin, uyarıcı, eğlenceli ve işlevsel ortamlar sunulur ve öğrenenlerin bilişsel farkındalıklarının arttırılması sağlanır . Ayrıca, özellikle uygulama temelli çalışmalar (klinik çalışmalar gibi) için tavsiye edilen web tabanlı PTÖ, öğrenenlere tartışma ve ortak katılıma fırsatlar sunan, özerkliği teşvik eden ve gerçek dünya problemlerine ayna tutarak sorunların anlam kazanmasını sağlayan esnek bir ortam sunar ve öğrenenleri yüz yüze yapılan bir PTÖ'ye göre daha çok motive eder (Edwards, Hugo, Cragg, & Peterson, 1999). Özdemir'e (2005) göre web temelli teknolojiler, PTÖ ile harmanlandığında, hedeflenen becerilerin öğrencilere kazandırılması için motivasyonu arttırmakta, sınırsız kaynağa ulaşmalarını sağlamakta ve işbirlikçi çalışma ortamlarının tasarlanması için gerekli araçların geliştirilmesini sağlamaktadır.…”

Section: Türkçe Sürüm Girişunclassified

“…Because individuals are provided with effective, stimulating, enjoyable and functional environments to learn and learners are ensured to increase their cognitive awareness with the combination of both approaches . Furthermore, WB-PBL which is suggested especially for practice based studies such as clinical studies provides flexible environment ensuring opportunities for discussing and participating, promoting autonomy and becoming problems more meaningful and motivates the learners compared to a PBL which is performed face to face (Edwards, Hugo, Cragg, & Peterson, 1999). According to Özdemir (2005), when web-based technologies are harmonized with PBL, they increase the motivation for students to gain the targeted skills, provide their access to unlimited resources and ensure the development of the necessary tools for the design of collaborative work environments.…”

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Effectiveness of web-based problem-based school administrator training program and its effect on participants' attitudes towards web-based learning

Karabatak¹,

Turhan²

2017

Pegegog

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Original Title of Article:Effectiveness of web-based problem-based school administrator training program and its effect on participants' attitudes towards web-based learning Turkish Title of Article:Web tabanlı problem temelli okul yöneticisi eğitim programının uygulamadaki etkililiği ve katılımcıların web tabanlı öğrenmeye yönelik tutumlarına etkisi The aim of this study is to determine the effectiveness of a web-based problem-based school administrator training program (WB-PBSAT) in practice and the effect of training on participants' attitudes towards web based learning. Mixed method approach was used in this study. While the quantitative dimension of the study was conducted within the framework of one group pre-test post-test experimental design, focus group interviews was performed in the qualitative dimension. Participants of the experimental and the control groups were determined by purposive sampling. Attitudes Toward Web-Based Learning (ATWBL) Scale was used to determine the participants' attitudes towards web-based learning, and the Program Assessment Scale was used to evaluate the training process. According to the findings it was concluded that the training process positively affected the attitudes of the participants towards web-based learning and training process has also provided significant contributions to participants' establishing the link between theory and practice and self-directed learning. Based on these results, some suggestions for educational policy makers and practitioners were developed for the use of a web-based problem-based learning in school administrators' pre-service and in-service training programs. 664 IntroductionThe problems related to training of school administrators are largely due to the program and course contents (Coffin, 1997;Donaldson, 2008;Drago-Severson, Asghar, Blum-DeStefano, & Welch, 2011;Hoff, Yoder, & Hoff, 2006;Petzko, Clark, Valentine, & Hackmann, 2002; Young, Crow, Murphy, & Ogawa, 2009, p. 4) or the methods and techniques used in the training process (Ağaoğlu, Gültekin, & Çubukçu, 2002; Celep, Ay, & Gögüs, 2010;Copland, 2000;Çelik, 2002; Hallinger, 2005, pp.211-212;Korkmaz, 2005;Oyman & Turan, 2014;Özmen, 2002;Recepoğlu & Kılınç, 2014; Şişman & Turan, 2002;Yavaş, Aküzüm, Tan, & Uçar, 2014; Young et al., 2009, p. 14). In particular, the fact that the programs organized for the professional development of school administrators are mainly based on theoretical knowledge, develops only the theoretical knowledge of the administrators and undermines their implementation aspects (Ağaoğlu et al., 2002;Chapman, 2005;Darling-Hammond, LaPointe, Meyerson, Orr, & Cohen, 2007;Hallinger & Lu, 2011;Şimşek, 2002;Versland, 2013;Yan & Catherine Ehrich, 2009). Thus, theoretically gained knowledge may fail to resolve (be able to resolve) many administrative problems occurring in the administration process (Bridges & Hallinger, 1995Hallinger, 1992Hallinger, , 1999. Therefore, the use of effective methods and techniques-for individuals who are different from each other in ever...

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“…Nesta perspectiva, Kaplan & Norton (1992, 1996a, 1996b, 1997a, 1997b, 2000a, 2000b, 20012004 (Green, 1994;King, 1995;Tinker & Koutsoumadi, 1997;Craig et al, 1999;Edwards et al, 1999;Hyland, 2000;Hodson & Thomas, 2003).…”

Section: Lamentioning

confidence: 99%

Indicadores para la gestión de facultades: un estudio de dos casos en España

Fagundes

Soler

Feliũ

et al. 2015

Rev. fac. cien. econ.

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ResumoO objetivo deste artigo é explorar os indicadores para fazer o gerenciamento de duas faculdades privadas na Espanha. Fez-se a coleta de dados através de entrevista, observação direta por parte dos pesquisadores e análises de documentos internos das instituições de ensino. Ao final foi possível identificar os indicadores de gerenciamento, financeiros e não financeiros, de acordo com as quatro perspectivas do Quadro de Comando Integral (CMI, por sua sigla em espanhol). Conclui-se que o caso 01 utiliza 34 indicadores, sendo 12 financeiros, 10 relacionados com os clientes, 10 da perspectiva interna e somente 2 vinculados ao desenvolvimento pessoal; no caso 02, utilizam-se 41 indicadores, sendo 10 financeiros, 11 dos clientes, 11 dos processos internos e 9 relacionados com o desenvolvimento pessoal. Estes resultados estão alinhados com os resultados obtidos em outras pesquisas de nível internacional. Palavras chave:

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The Integration of Problem-Based Learning Strategies in Distance Education

Cited by 26 publications

References 15 publications

Comparing distance education and conventional education: observations from a comparative study of post-registration nurses

Comparing distance education and conventional education: observations from a comparative study of post-registration nurses

Effectiveness of web-based problem-based school administrator training program and its effect on participants' attitudes towards web-based learning

Indicadores para la gestión de facultades: un estudio de dos casos en España

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