Problem-Based Learning (PBL) in Virtual Space:

This book reports the outcomes of an investigation
into discovering the qualitatively different ways
that students experience of Problem-based learning
(PBL) in virtual space. PBL is increasingly being
used in many fields including engineering
education. At the same time many engineering
education providers are turning to online distance
education. Unfortunately there is a dearth of
research into what constitutes an effective learning
experience for adult learners who undertake PBL
instruction through online distance education. Data
was collected from a course, which adopted the PBL
strategy and was delivered entirely in virtual
space. Students were asked to respond to open-ended
questions designed to elicit their learning
experience. Data was analysed using the
phenomenographical approach. Five qualitatively
different ways of experiencing PBL in virtual space
were discovered. Results indicate that the design of
students online learning experience was responsible
for making students aware of deeper ways of
experiencing PBL in virtual space. The outcomes
imply pedagogical strategies can be devised for
shifting students focus as they engage in virtual
PBL.

Autorentext

Peter Gibbings is Associate Dean (Learning and Teaching) in the Faculty of Engineering and Surveying, University of Southern Queensland while John Lidstone and Christine Bruce are in the Faculties of Education and Information Technology respectively in the Queensland University of Technology, Australia - all interested in phenomenography.

Klappentext

This book reports the outcomes of an investigation into discovering the qualitatively different ways that students' experience of Problem-based learning (PBL) in virtual space. PBL is increasingly being used in many fields including engineering education. At the same time many engineering education providers are turning to online distance education. Unfortunately there is a dearth of research into what constitutes an effective learning experience for adult learners who undertake PBL instruction through online distance education. Data was collected from a course, which adopted the PBL strategy and was delivered entirely in virtual space. Students were asked to respond to open-ended questions designed to elicit their learning experience. Data was analysed using the phenomenographical approach. Five qualitatively different ways of experiencing PBL in virtual space were discovered. Results indicate that the design of students' online learning experience was responsible for making students aware of deeper ways of experiencing PBL in virtual space. The outcomes imply pedagogical strategies can be devised for shifting students' focus as they engage in virtual PBL.