Using online technologies to support problem based learning: Learners' responses and perceptions
AbstractThis paper reports a study in which a form of online problem based learning was employed with a group of on campus students in an undergraduate university course. The paper explores the practical issues associated with teaching and learning in this fashion and describes the responses and perceptions of the learners. In the main, the students responded very positively to the changed learning environment despite the fact that it caused them to spend more time in these courses doing different things to which they were accustomed. In particular the students' perceived that the various problem based activities contributed substantially to their learning and enjoyment in the course. The results do, however, suggest some caution is necessary in the use of this approach. While the environment seems readily transferable to flexible and open learning settings, the students frequently indicated that they valued the input of the teacher and saw this component as a valuable part of teaching and learning. The results suggest the need to remember the important place of the teacher in any learning process and the need to ensure students have adequate access to, and lines of, communication with their teachers.
Articles published in the Australasian Journal of Educational Technology (AJET) are available under Creative Commons Attribution Non-Commercial No Derivatives Licence (CC BY-NC-ND 4.0). Authors retain copyright in their work and grant AJET right of first publication under CC BY-NC-ND 4.0.
This copyright notice applies to articles published in AJET volumes 36 onwards. Please read about the copyright notices for previous volumes under Journal History.