Problem-based Learning in an Online Course: A case study

James D Cheaney,Thomas Ingebritsen

doi:10.19173/irrodl.v6i3.267

Abstract

Problem-based learning (PBL) is the use of a “real world” problem or situation as a context for learning. The present study explores the use of PBL in an online biotechnology course. In the PBL unit, student groups dealt with the ethical, legal, social, and human issues surrounding pre-symptomatic DNA testing for a genetic disease. Issues concerning implementation of PBL in the online environment are discussed, as are differences between online PBL and face-to-face PBL. This study provides evidence to suggest that PBL stimulates higher-order learning in students. However, student performance on a lower-level exam testing acquisition of factual knowledge was slightly lower for PBL students than for students who learned the same material through a traditional lecture-based approach. Possible reasons for this lower level of performance are explored. Student reactions and feedback to the PBL format yield more insight into issues surrounding the implementation of PBL in the online environment. Keywords: problem-based learning, case-based learning, distance education, cooperative learning, genetic diseases, genetic testing, instructional design

Highlights

Problem-based learning (PBL), known as case-based learning, is an increasingly integral part of education reform in the United States and around the world, especially in the medical and social sciences, and in pre-professional and professional programs
What is the impact of PBL on lower-level learning? Does the process of knowledge construction inherent in PBL compromise the acquisition of factual knowledge that is central to science? We addressed this question using exams which measured students’ knowledge and comprehension of the basic factual information about genetic diseases and genetic testing
We wanted to know whether this pedagogy would be effective in an online environment

Summary

Introduction

Problem-based learning (PBL), known as case-based learning, is an increasingly integral part of education reform in the United States and around the world, especially in the medical and social sciences, and in pre-professional and professional programs (reviewed in Michel Bischoff, and Jakobs, 2002). The purpose of PBL is to encourage student development of critical thinking skills, a high professional competency, problem-solving abilities, knowledge acquisition, the ability to work productively as a team member and make decisions in unfamiliar situations, and the acquisition of skills that support self-directed life-long learning, self-evaluation, and adaptation to change (Engel, 1991; Albanese and Mitchell, 1993; Ryan and Quinn, 1994). The realistic problems used in PBL studies may not have a right or wrong answer. PBL works through five cognitive areas to stimulate learning: Problem-based Learning in an Online Course: A case study Cheaney & Ingebritsen

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