Problem-based learning applications in online environments

Abstract

Online learning environments have been used intensively during the COVID-19 pandemic and are frequently preferred alternative learning environments afterward. On the other hand, the lack of adequate learning applications for online environments negatively affects teaching. The main purpose of this research is to develop problem-based learning (PBL) activities for online learning environments within the scope of Physics course and to reveal the application processes. The study was carried out with 97 students in the fall semester of the 2020–2021 academic year. PBL applications were carried out in online learning environments with the interaction of online groups of 5–7 people through the Zoom program. A qualitative research approach and critical action research model were used in this research. The data were obtained with the help of rubric form, interview, peer assessment, peer group assessment, and documents and evaluated with content analysis and descriptive analysis. In the process of PBL activities in online learning environments, students took an active role as a part of their learning processes, interacted constantly with their peers, and demonstrated high-level success in their learning competencies by fulfilling their responsibilities. In online learning environments, there is a need for application examples where all students can demonstrate their process skills and student-centered assessment–evaluation applications that will determine the application outputs.