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Problem-based learning online: transformative experiences for students and design challenges for professors
PROCEEDINGS

, , Concordia University, Canada

EdMedia + Innovate Learning, in Montreal, Quebec, Canada ISBN 978-1-939797-16-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

Faced with a new course to design, our team tackled the challenge by using problem-based learning (PBL) grounded in a socio-constructivist pedagogical approach. The course being discussed is an undergraduate course titled “Digital Communication Technologies”, offered as part of a fully online program. The course design included three components: 1) synchronous weekly tutorials; 2) asynchronous weekly discussions through a learning management system and various social media tools and platforms; 3) problem-based learning videos uploaded on YouTube for each tutorial session. After teaching the course, the teachers reflected on the gap between the theory and practice of PBL, as operationalizing theoretical concepts into actions is not as easy as it may seem. We will present the course design, two narratives of the researcher-designer-developer-instructors along with student reactions to the course. The data will be presented as a reflective analysis of the instructors.

Citation

Davidson, A.L. & Naffi, N. (2015). Problem-based learning online: transformative experiences for students and design challenges for professors. In S. Carliner, C. Fulford & N. Ostashewski (Eds.), Proceedings of EdMedia 2015--World Conference on Educational Media and Technology (pp. 331-334). Montreal, Quebec, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved December 10, 2018 from .

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