Literaturnachweis - Detailanzeige
Autor/in | Chen, Ruth |
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Titel | Learner Perspectives of Online Problem-Based Learning and Applications from Cognitive Load Theory |
Quelle | In: Psychology Learning and Teaching, 15 (2016) 2, S.195-203 (9 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1475-7257 |
DOI | 10.1177/1475725716645961 |
Schlagwörter | Problem Based Learning; Cognitive Processes; Difficulty Level; Electronic Learning; Higher Education; Learner Engagement; Undergraduate Students; Online Courses; Nurses; Nursing; Nursing Education; Nursing Students; Short Term Memory; Student Surveys; Likert Scales; Questioning Techniques; Feedback (Response); Online Surveys; Educational Technology; Comparative Analysis; Qualitative Research; Foreign Countries; Canada Problem-based learning; Problemorientiertes Lernen; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Hochschulbildung; Hochschulsystem; Hochschulwesen; Online course; Online-Kurs; Krankenpflege; Pflegepädagogik; Kurzzeitgedächtnis; Schülerbefragung; Likert-Skala; Befragungstechnik; Fragetechnik; Unterrichtsmedien; Qualitative Forschung; Ausland; Kanada |
Abstract | Problem-based learning (PBL) courses have historically been situated in physical classrooms involving in-person interactions. As online learning is embraced in higher education, programs that use PBL can integrate online platforms to support curriculum delivery and facilitate student engagement. This report describes student perspectives of the online PBL experience, interpreted through the lens of Cognitive Load Theory. Fifty-two undergraduate health professional students participated in this descriptive survey. The responses revealed that, overall, learners perceived the platform to be suitable for conducting online PBL, that distractions in the online environment were no greater than those experienced in physical classroom, and that online PBL was as effective as in-class PBL for learning. In online PBL, the technological capabilities and limitations of the online platform were identified by students as the key sources of hindrances and facilitators to learning. Suggestions for implementing online PBL using instructional principles from Cognitive Load Theory and multimedia learning are offered. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |