Interplay Between Self-Directed Learning and Group Interactions in Online Problem-Based Discussions PROCEEDINGS
Wen-Yu (Silvia) Lee, University of Michigan, United States
EdMedia: World Conference on Educational Media and Technology, in Montreal, Canada ISBN 978-1-880094-56-3 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This paper illustrates collaborative knowledge building through problem-based learning (PBL) in online treaded discussions. PBL has been of the most popular instructional approaches in health education. However, few studies described the essential aspects of the PBL learning processes, such as self-directed learning, and its impact on the building of professional knowledge. Therefore, this study investigates the interplay between self-directed learning and group interactions that emphasizes how students use learning resources in a social context. Using qualitative research methods, I analyzed 751 online messages in a nursing class. The results revealed seven kinds of resources (e.g., textbook and experience) integrated socially in the discussions. Resource integration occurred through the process of enriching conceptual understanding, connecting textbook information and personal experiences, and comparing theories and practical approaches. Knowledge was built through this integration.
Lee, W.Y.(. (2005). Interplay Between Self-Directed Learning and Group Interactions in Online Problem-Based Discussions. In P. Kommers & G. Richards (Eds.), Proceedings of ED-MEDIA 2005--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2055-2061). Montreal, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved January 19, 2018 from https://www.learntechlib.org/p/20375/.
© 2005 Association for the Advancement of Computing in Education (AACE)