Problem-Based Learning Using Web-Based Group Discussions: A Positive Learning Experience for Undergraduate Students.
Rene Murphy, Gary Ness, Joanne Pelletier, Acadia Univ., Canada
Society for Information Technology & Teacher Education International Conference, in Norfolk, VA ISBN 978-1-880094-41-9 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
The purposes of this study were to incorporate computer technology into parts of an undergraduate exercise physiology course, to motivate students, to get them actively involved in the learning process and to enhance learning. Two classes of third year students were studied; the first was taught using problem-based learning (PBL) activities with on-line discussions on a course web page while the second was taught using traditional lectures. Student perceptions about the use of technology and PBL were collected. Data related to student knowledge, comprehension, and application of course material were collected. The teaching methods resulted in similar grades on exam questions and final course marks with only one significant difference, that being a higher score (15%) in the PBL and technology group's answer to a question of "application of knowledge" (p=0.02). Lastly, this project verified the viability of these teaching methods and demonstrated their acceptance by undergraduate students.
Murphy, R., Ness, G. & Pelletier, J. (2001). Problem-Based Learning Using Web-Based Group Discussions: A Positive Learning Experience for Undergraduate Students. In J. Price, D. Willis, N. Davis & J. Willis (Eds.), Proceedings of SITE 2001--Society for Information Technology & Teacher Education International Conference (pp. 1149-1154). Norfolk, VA: Association for the Advancement of Computing in Education (AACE).
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Miwha Lee, Busan National University of Education
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2004 (2004) pp. 1978–1983
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