WebMail Versus WebApp: Comparing Problem-Based Learning Methods in a Business Research Methods Course
Shahron Williams van Rooij, George Mason University, United States
Journal of Interactive Learning Research Volume 18, Number 4, ISSN 1093-023X Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This study examined the impact of two Problem-Based Learning (PBL) approaches on knowledge transfer, problem-solving self-efficacy, and perceived learning gains among four intact classes of adult learners engaged in a group project in an online undergraduate business research methods course. With two of the classes using a text-only PBL workbook distributed through Web-based e-mail (WebMail PBL) and two using a custom-developed multimedia Web-based software application (WebApp PBL), knowledge transfer was assessed by comparing learner scores on a problem-solving final exam scenario. Problem-solving self-efficacy was gauged from a survey grounded in the work of Bandura (2001) and Heppner (1988) and administered pre-and postproject, while perceived learning gains were gauged from a postproject survey based on the University of Wisconsin-Madison Student Assessment of Learning Gains (SALG) questionnaire. Results indicate that while project method does impact knowledge transfer and perceived learning gains, it has little impact on adult learners with already-strong perceptions of their problem-solving abilities.
Williams van Rooij, S. (2007). WebMail Versus WebApp: Comparing Problem-Based Learning Methods in a Business Research Methods Course. Journal of Interactive Learning Research, 18(4), 555-569. Waynesville, NC: Association for the Advancement of Computing in Education (AACE).
© 2007 Association for the Advancement of Computing in Education (AACE)