Virtual teamwork and PBL - barriers to participation and learning

Brodie, Lyn (2009) Virtual teamwork and PBL - barriers to participation and learning. In: REES 2009: Research in Engineering Education Symposium, 20-23 Jul 2009, Cairns, Australia.

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Abstract

This paper identifies and discusses several barriers to student participation and hence student learning in Problem Based Learning (PBL) course which utilises virtual teams. The majority of student teams work entirely in virtual space, having no face-to-face contact with either other team members or the team academic facilitator. The course has run for 7 years, with several offers per year and a comprehensive evaluation has indicated it is successful in meeting key learning objectives and forming learning communities. However the virtual aspect of teamwork and PBL has lead to new and different problems arising with respect to student participation and learning. A model is proposed which maps student engagement and learning in virtual teams. It provides a framework for further investigation, development of resources and facilitator training to support student learning.


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Item Type: Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)
Refereed: Yes
Item Status: Live Archive
Additional Information: Paper no. 28 Copyright is held by the Author.
Depositing User: Ms Lyn Brodie
Faculty / Department / School: Historic - Faculty of Engineering and Surveying - No Department
Date Deposited: 17 Nov 2009 23:24
Last Modified: 02 Jul 2013 23:21
Uncontrolled Keywords: virtual teams; participation; learning community; problem based learning; student engagement; student learning
Fields of Research (FOR2008): 16 Studies in Human Society > 1608 Sociology > 160809 Sociology of Education
13 Education > 1302 Curriculum and Pedagogy > 130202 Curriculum and Pedagogy Theory and Development
13 Education > 1302 Curriculum and Pedagogy > 130212 Science, Technology and Engineering Curriculum and Pedagogy
Socio-Economic Objective (SEO2008): E Expanding Knowledge > 97 Expanding Knowledge > 970113 Expanding Knowledge in Education
URI: http://eprints.usq.edu.au/id/eprint/5482

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