Problem-Based Learning in Online Environments
Quarterly Review of Distance Education Volume 9, Number 1, ISSN 1528-3518
This study examined 3 graduate-level online courses that utilized problem-based learning (PBL), considering each course as a case. Beyond describing how PBL was implemented in each case, this study identified what worked (strengths) and did not work (weaknesses) in the PBL and explored how the PBL could be improved (improvements) by collecting both descriptive and evaluative data. Data were collected from interviews, observations, and document review. Based on cross-case analyses, this study proposed a series of guidelines for designing and implementing PBL in online environments. They provide practical tips for diverse stages of the design and implementation of online PBL. (Contains 1 figure.)
An, Y.J. & Reigeluth, C.M. (2008). Problem-Based Learning in Online Environments. Quarterly Review of Distance Education, 9(1), 1-16.
Cited ByView References & Citations Map
Yu-Chun Kuo, Jackson State University; Andrew Walker & Brian Belland, Utah State University; Kerstin Schroder, University of Alabama at Birmingham
The International Review of Research in Open and Distributed Learning Vol. 14, No. 1 (Feb 14, 2013) pp. 16–39
Barbara Lauridsen, National University, United States
TCC 2012 (2012) pp. 14–28
Seth Gurell, Brigham Young University; Yu-Chun Kuo & Andrew Walker, Utah State University
The International Review of Research in Open and Distributed Learning Vol. 11, No. 3 (Oct 13, 2010) pp. 95–105
Sharon Judge, Old Dominion University, United States; Kim Floyd, West Virginia University, United States
EdMedia + Innovate Learning 2011 (Jun 27, 2011) pp. 3477–3483
Yu-Chun Kuo & Andrew Walker, Utah State University, United States
Global Learn 2010 (May 17, 2010) pp. 1447–1455
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