‘I was quite surprised it worked so well’: Student and facilitator perspectives of synchronous online Problem Based Learning
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Shane Erickson [1] ; Cheryl Neilson [1] ; Robyn O'Halloran [1] ; Christopher Bruce [1] ; Emma McLaughlin [1]
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[1] La Trobe University
La Trobe University
Australia
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- Localización: Innovations in education and teaching international, ISSN 1470-3297, Vol. 58, Nº 3, 2021, págs. 316-327
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
Problem Based Learning (PBL) is widely used to educate tertiary health students, mainly because of the pedagogical benefits including promoting critical thinking, clinical reasoning and lifelong learning. However, delivering PBL can be challenging, particularly when students have demanding academic and clinical placement schedules. PBL online has the potential to allow students to participate remotely. In this study, a PBL case was designed and delivered using a synchronous online platform. A qualitative methodology was used to understand the participants’ experiences and perspectives. Focus group and survey data revealed that PBL online is a flexible and accessible alternative to face-to-face PBL. Aspects of the functionality offered by the platform assisted the PBL process, however internet connectivity impacted the trial and students reported difficulties with rapport building and limited depth of discussion. These difficulties were not perceived as detrimental by the facilitator, however additional effort and preparation was required compared to face-to-face PBL.
