Abstract
Open education, as embodied in open educational resources (OER) and OpenCourseWare (OCW), has met and dealt with several key problems. The movement now has a critical mass of available content. Leveraging no small amount of funding and associated development, open education has the tools to collect, disseminate, and support the discovery of open materials. Now that the foundation for openness has been laid, practitioners are experimenting with new kinds of education and pedagogies associated with open content (Weller, 2009; di Savoia, 2009). Problem-based learning is one of many progressive pedagogies that might be combined with open education. This paper defines problem-based learning in the context of open education. Unique challenges are presented and discussed alongside possible solutions, realistic limitations, and calls for implementation in the future to test validity.
Highlights
For various reasons, open educational resource (OER) archives are beginning to lose external support, including the OpenCourseWare initiative at Utah State University (Perry, 2009)
There are several pedagogical approaches that OER might be partnered with, this review provides an examination of problem-based learning (PBL)
The purpose of this review is to examine problem-based learning open educational resources (PBL OERs) and to explore the potential for a mutually beneficial relationship between the two areas of inquiry
Summary
Open educational resource (OER) archives are beginning to lose external support, including the OpenCourseWare initiative at Utah State University (Perry, 2009). There are several pedagogical approaches that OER might be partnered with, this review provides an examination of problem-based learning (PBL). The purpose of this review is to examine problem-based learning open educational resources (PBL OERs) and to explore the potential for a mutually beneficial relationship between the two areas of inquiry. PBL results in better retention over time (Strobel & Barneveld, 2009) and has shown positive results with adult learners (Doucet et al, 1998) and in disciplines outside of medical education, including teacher education, social sciences, and business (Walker & Leary, 2009). The research findings for PBL are favorable: It is well suited for combination with OER, and emerging trends to deliver PBL at a distance are well positioned to take full advantage of the digital nature of OER
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