Engaging students using problem-based learning in an online learning environment

1. Engaging students using problem-based learning in an online learning environment School of Education Postgraduate topic in Gifted Education EDUC9794 lesley.henderson@flinders.edu.au

2. Advantages Greater choice Flexibility – time, space Less travel Increased accessibility Self-paced, self-directed – autonomy Multimedia Disadvantages Intimidating technology Costs of technology Isolating and lonely More self-discipline required Prior experience & learning preferences Learner view of external mode • Not all students like online experience – want hard copy materials, independent study & flexible timetable • Not all students have good internet access, or technical skills • Many postgraduate students study on weekends – no FLO support

3. Designing an on-line topic • Topic is about affective development • Importance of social & emotional supports & problem of isolation in distance study – establishing a community of learners via FLO • Topic requires an understanding of diverse gifted students • How do you care about theoretical issues unless they have a ‘human face’ – real students • Knowledge is important, but application of knowledge is more valuable • Authentic problem for the teacher is simulated in the PBL case study – motivation to study

4. Problem-Based Learning • Introduces a ‘real-world’ problem • No clear/single answer – ‘fuzzy’ problem • Students use existing knowledge, share knowledge, set individual learning tasks to elaborate on knowledge • Collaboration & communication • Applies & develops higher order thinking • Professional application • Students find PBL strongly motivating

5. PBL design process • Set very clear learning objectives • Select a problem – develop a case • Seek advice – authentic & relevant • Develop/identify resources for independent research (scaffolding learning) • Determine evaluation/assessment

6. PBL Objectives • Understand issues relating to the social and emotional development of diverse gifted children and the behaviours that may be associated with these issues. • Understand the importance of developing classroom environments that are responsive to a diverse range of affective needs. • Consider what teachers can do in collaboration to address the social and emotional needs of gifted students in the regular classroom. • Experience the application of PBL as a strategy to engage students in collaborative problem-solving that reflects real-life learning.

7. How can technology support PBL? Donnelly (2005:158) • Providing exciting curricula based on real-world projects & problems • Providing scaffolds, tools & resources to enhance learning • Giving both students & teachers more opportunities for feedback & reflection • Expanding opportunities for student learning through collaboration & discussion

8. How do I use FLO to try to create a sense of community? • Clear communication re nature of topic & aims – structure • Personalise FLO space with photos – pleasant environment • Encourage participation in FLO discussion – ‘Meet & Greet’ activity • Allocate marks for participation in discussion • Provide guidelines for interaction – Code of the Community of Inquiry (Jewell et al 2011) • Be present on FLO!

9. My belief… • A problem-based learning case study provides an authentic online learning environment that helps postgraduate students self-direct and deepen their learning, and collaborate with others. • “The incorporation of PBL strategy into an online learning environment provides the engaging, collaborative and learner-centred activities that are required to encourage a student to fully participate in the learning program” (Gooding, 2002:2)

10. The Future? • Virtual reality • text-based ‘triggers’ replaced by or supplemented with video? • Video-conferenced presentations • Live chats • Synchronise discussions? • Blogs • Others?

11. Resources • Video of PBL at Flinders Uni at http://mtu.flinders.edu.au/events/pbl_adsl.cfm • Adelaide University guide to using PBL at http://digital.library.adelaide.edu.au/dspace/bitstream/2440/71220/1/hdl_71220.pdf • Handbook of Enquiry & PBL at http://www.aishe.org/readings/2005-2/ • Online chapter about using technology in PBL at • http://www.aishe.org/readings/2005-2/chapter16.pdf

12. References • Brodie,L.(2005). Problem based learning in the online environment – successfully using student diversity and e-education. • Cheaney,J. & Ingebritsen, T. (2005). Problem based learning in an online course: A case study. The International Review of Research in Open and Distance Learning, Vol 6, No 3. • Donnelly, R. (2005). Using technology to support project and problem-based learning. In T. Barrett; I. MacLabhrainn, & H. Fallon (Eds). Galway: CELT. http://www.nuigalway.ie/celt/pblbook/ • Gooding, K. (2002). Problem based learning online. In S. McNamara & E. Stacey (Eds.), Untangling the Web: Establishing Learning Links. Proceedings ASET Conference 2002. Melbourne, 7-10 July. http://www.aset.org.au/confs/2002/gooding.html • Jewell, P., Henderson, L., Webster, P., Dodd, J., Paterson, S., & McLaughlin, J. (2011). Teaching ethics: Care think and choose. Melbourne, Vic: Hawker Brownlow Education.