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.
Highlights
In a discussion on the International Forum of Educational Technology and Society, Nichols and Anderson (2005, ¶ 12) make two important points about instructional design for e-Learning: 1. E-Learning pedagogies must be defensible, used with some reference to proven educational practice and underpinned by accepted educational theory.2
Problem-Based Learning (PBL), an educational strategy in which complex, ill-structured problems serve as the context and the stimulus for learning and we report on a 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
This paper reports on 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
Summary
E-Learning pedagogies must be defensible, used with some reference to proven educational practice and underpinned by accepted educational theory. 2. E-Learning pedagogies are evolving in the sense that new modes of practice and enhanced technological tools are continually emerging. E-Learning practice cannot remain static, but should instead seek to make the most of new opportunities. In designing e-Learning, instructional designers must be guided by research and theory and must be willing to use it to guide them to new and justified instructional practices. We examine the use in e-Learning of an established and well-researched pedagogy, Kenny, Bullen & Loftus~ Problem Formulation and Resolution in Online Problem-Based Learning. Problem-Based Learning (PBL), an educational strategy in which complex, ill-structured problems serve as the context and the stimulus for learning and we report on a 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
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