An Exploration of Problem‐Based Learning in a MOOC

Verstegen, Daniëlle; Fonteijn, Herco; Dolmans, Diana; Rijdt, C.C.E. De; Grave, Willem S. de; Merriënboer, Jeroen J. G. van

doi:10.1002/9781119173243.ch29

Cited by 7 publications

(4 citation statements)

References 23 publications

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“…For example, an enhanced line of inquiry into the small‐group learning method used in PBL has benefitted from complementary research on cooperative group learning (Johnson and Johnson, 2011; Davidson and Major, 2014). PBL has also been used as a learning framework guiding the application of technology‐enhanced learning approaches (Balslev et al ., 2005; Yeh, 2010; Bishop and Verleger, 2013; Verstegen et al ., 2019). Scholars within this school have also undertaken research aimed at comparing the efficacy of PBL with other forms of active learning (Steadman et al ., 2006; Noordin et al ., 2011).…”

Section: Resultsmentioning

confidence: 99%

Mapping continuity and change in the intellectual structure of the knowledge base on problem‐based learning, 1974–2019: A systematic review

Hallinger

2020

British Educational Res J

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Problem-based learning (PBL) emerged during the 1970s in response to demands for active learning methods capable of developing transferable knowledge and skills in the training of doctors. Over succeeding decades, PBL was gradually adopted in other fields of education. This systematic review aimed to identify key streams of theory and empirical research that have emerged over time in PBL research and practice. The review sourced 12,036 Scopus-indexed documents published between 1974 and 2019. Science mapping was used to reveal the 'intellectual structure' or key research themes that have evolved in this literature over the past 45 years. The science mapping tool used in this review was author co-citation analysis conducted in VOSviewer software. Author co-citation analysis identified three schools of thought that together describe the intellectual structure of the PBL knowledge base: Design of PBL Curriculum and Instruction; PBL Effectiveness; Theory and Practice in Active Learning. In addition to portraying the intellectual structure of the literature as a whole, the review also conducted longitudinal analyses aimed at highlighting structural changes in this field over time. These analyses found that although the size and impact of schools of thought associated with Design of PBL Curriculum and Instruction and PBL Effectiveness increased over time, they remained stable in terms of theoretical foci. However, the Active Learning school evolved from a small school of authors associated with Cognitive Learning Theories prior to 2000 into the largest school of thought during the most recent decades. These findings both reaffirm the theoretical underpinnings of the PBL knowledge base and highlight its increasing integration with other forms of active learning.

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Section: Resultsmentioning

confidence: 99%

Mapping continuity and change in the intellectual structure of the knowledge base on problem‐based learning, 1974–2019: A systematic review

Hallinger

2020

British Educational Res J

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“…Each group was given a private group space with chat facilities, file exchange, and facilities to schedule meetings. A more detailed description of the design of the PBL MOOC and how it relates to PBL principles can be found in [28].…”

Section: Text Of the First Problemmentioning

confidence: 99%

MOOCs and Problem-Based Learning: A Happy Marriage?

Verstegen¹,

Spruijt²,

Fonteijn³

et al. 2023

Massive Open Online Courses - Current Practice and Future Trends

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Massive Open Online Courses (MOOCs) have been proposed as a way to make education accessible to a wide range of learners. However, many MOOCs fall back to ‘old-fashioned’ information-delivery designs that are not optimal for learning. To explore the potential of collaborative, small-group learning, a MOOC based on the principles of Problem-Based Learning (PBL) was designed. This study focuses on the question: To what extent can PBL be applied in the context of a MOOC? The MOOC Problem-Based Learning: Principles and design. Students at the centre! was executed twice. The following data were collected: learner profiles and participation data, evaluation surveys, assignments, verbal interaction on the discussion boards, and interviews with facilitators. The results show that participants discussed authentic problem cases in groups. Individual completion rates were comparable to other MOOCs or slightly better (9.4% and 12.1% respectively). At group level, the completion rates were higher (44% and 51.4% respectively). Self-formed groups function better than groups composed automatically. The quality of assignments varied widely. Some were of high quality, but the envisioned kind of learning was certainly not realized in all groups. The absence of a tutor was an important factor in this. This study shows that it is possible to apply design principles of PBL in the context of a MOOC and that innovative instructional designs for MOOCs are feasible. Whether this implementation can really be called PBL remains questionable since it differs from more traditional forms in important aspects, most notably the absence of a tutor.

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“…Derfor bør det vaere aksept for at ulike bidrag spilles inn i gruppen (Verstegen et al, 2018). En annen utfordring med digitalt samarbeid er at mange ikke føler samme forpliktelse til å delta, og dermed hopper lettere av (Verstegen et al, 2019). Relasjonsbygging mellom gruppemedlemmene kan øke sjansen for at et godt samarbeid etableres og vedvarer (Choi, 2017).…”

Section: Utfordringer Med Digitalt Samarbeidunclassified

“…Samtidig erfarte vi at to deltakere ikke klarte å følge prosjektet, noe som er en kjent risiko ved digitalt samarbeid (Verstegen et al, 2018). Verstegen et al (2019) vektlegger felles arbeidsoppgaver og felles interesser som viktig for en gruppe som jobber digitalt, men behovet for relasjonsbygging mellom deltakerne vektlegges også. Resultatet viser at digitale sanntidsmøter ble viktige for å styrke det relasjonelle samarbeidet.…”

Section: Utviklingsprosjekt Kan Fremme Digital Kompetanseunclassified

«Jeg ble langt mer skjerpet» – erfaringer med digitalt samarbeid om undervisningspraksis

Øvreås

Kittilsen

Bjerknes

2021

Uniped

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I denne artikkelen presenteres en studie som undersøker hvordan et kollegialt samarbeidsprosjekt formes og påvirkes av digital teknologi. Studien er et selvstudium gjort av fire laererutdannere i barnehagelaererutdanningen fra tre forskjellige campuser, som samarbeidet digitalt om å utvikle egen undervisningspraksis. I studien ble erfaringene våre fra det digitale samarbeidet samlet i individuelle refleksjonslogger. Loggene ble analysert med tematisk analyse. Resultatene viser at de digitale plattformene ga en annen og en tettere tilgang til felles tekst som medførte at samskriving i sanntid fordret til refleksjoner, erfaringsdeling og faglige diskusjoner. Gjennom det digitale samarbeidet opplevde deltakerne at den digitale kompetansen deres ble utviklet, selv om digital kompetanse ikke var fokuset for utviklingsprosjektet. Arbeidsformen opplevdes fleksibel, men det var behov for jevnlige nettmøter for å opprettholde motivasjon og fremdrift. Konklusjonen er at kollegialt digitalt samarbeid kan bidra til utvikling av egen undervisnings-og forskningskompetanse og digital kompetanse samt styrke samarbeid uavhengig av geografi. For å stimulere til slikt samarbeid må utdanningsinstitusjoner prioritere og legge til rette for kollegialt utviklingsarbeid gjennom ressurstildeling og gode støttefunksjoner.

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An Exploration of Problem‐Based Learning in a MOOC

Cited by 7 publications

References 23 publications

Mapping continuity and change in the intellectual structure of the knowledge base on problem‐based learning, 1974–2019: A systematic review

Mapping continuity and change in the intellectual structure of the knowledge base on problem‐based learning, 1974–2019: A systematic review

MOOCs and Problem-Based Learning: A Happy Marriage?

«Jeg ble langt mer skjerpet» – erfaringer med digitalt samarbeid om undervisningspraksis

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