A Pilot Study of Problem Formulation and Resolution in an Online Problem-based Learning Course

Abstract

This paper discusses an exploratory study to investigate the existence, and nature, of student problem formulation and resolution processes in an undergraduate online Problem-Based Learning (PBL) course in Agricultural Sciences. We report on the use of a content analysis instrument developed to measure problem formulation and resolution (PFR) processes in online asynchronous discussions (Murphy, 2004a, 2004b) to analyze students' text-based, online discussions. The results offer evidence that students do engage in problem formulation and resolution and that these processes appear to be consistent with the PBL process carried out in this course. However, the nature of the PBL pedagogy, at least in this instructional context, ties the PBL problems to be solved tightly to a marked assignment structure and, therefore, appears to restrict the PFR process in its early and late stages.

Comparative study of the effectiveness of three learning environments: Hyper-realistic virtual simulations, traditional schematic simulations and traditional laboratory

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The role of new technologies in the learning process: Moodle as a teaching tool in Physics

“…Since then, there have been many studies that analyze the effectiveness of new technologies applied to teach Physics (for an extensive revision of these results, see for instance (Kenny, Bullen, & Loftus, 2006).…”

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The pedagogical enhancement of open education: An examination of problem-based learning

“…Some dPBL studies use synchronous interventions, requiring simultaneous interaction by students (Sulaiman, Atan, Idrus, & Dzakiria, 2004). Others use asynchronous technologies, allowing students to take part in discussions over a period of days or weeks (An & Reigeluth, 2008;ChanLin & Chan, 2007;Kenny, Bullen, & Loftus, 2006;McConnell, 2002;Steinkuehler, Derry, Hmelo-Silver, & Delmarcelle, 2002;Stewart, MacIntyre, Galea, & Steel, 2007). Still others combine the two, with some synchronous elements and some asynchronous (An & Reigeluth, 2008;Dennis, 2003;Gale, Wheeler, & Kelly, 2007;Ronteltap & Eurelings, 2002;Waters & Johnston, 2004).…”