Gibbings, Peter and Lidstone, John and Bruce, Christine (2009) What student attributes affect experience of PBL in virtual space? In: REES 2009: Research in Engineering Education Symposium, 20-23 Jul 2009, Cairns, Australia.
Some Engineering Faculties are turning to the problem-based learning (PBL) paradigm to engender necessary skills and competence in their graduates. Since, at the same time, some Faculties are moving towards distance education, questions are being asked about the effectiveness of PBL for technical fields such as Engineering when delivered in virtual space. This paper outlines an investigation of how student attributes affect their learning experience in PBL courses offered in virtual space. A frequency distribution was superimposed on the outcome space of a phenomenographical study on a suitable PBL course to investigate the effect of different student attributes on the learning experience. It was discovered that the quality, quantity, and style of facilitator interaction had the greatest impact on the student learning experience. This highlights the need to establish consistent student interaction plans and to set, and ensure compliance with, minimum standards with respect to facilitation and student interactions.
|Item Type:||Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)|
|Additional Information:||Paper no. 20 Copyright is held by the Author.|
|Uncontrolled Keywords:||PBL; phenomenography; problem-based learning|
|Subjects:||330000 Education > 330200 Curriculum Studies > 330206 Curriculum Theory and Development|
|Depositing User:||Mr Peter Gibbings|
|Date Deposited:||17 Nov 2009 23:46|
|Last Modified:||02 Jul 2013 23:21|
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