What student attributes affect experience of PBL in virtual space?

Gibbings, Peter and Lidstone, John and Bruce, Christine (2009) What student attributes affect experience of PBL in virtual space? In: Research in Engineering Education Symposium (REES 2009), 20-23 Jul 2009, Cairns, Australia.

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Abstract

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.

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Item Type:	Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)
Refereed:	Yes
Item Status:	Live Archive
Additional Information:	© 2009 Authors. Permanent restricted access to published version due to publisher copyright policy.
Faculty / Department / School:	Historic - Faculty of Engineering and Surveying - Department of Surveying and Land Information
Date Deposited:	17 Nov 2009 23:46
Last Modified:	25 Nov 2014 03:36
Uncontrolled Keywords:	PBL; phenomenography; problem-based learning
Fields of Research :	17 Psychology and Cognitive Sciences > 1701 Psychology > 170109 Personality, Abilities and Assessment 13 Education > 1302 Curriculum and Pedagogy > 130212 Science, Technology and Engineering Curriculum and Pedagogy 13 Education > 1303 Specialist Studies in Education > 130309 Learning Sciences
Socio-Economic Objective:	C Society > 93 Education and Training > 9301 Learner and Learning > 930103 Learner Development
URI:	http://eprints.usq.edu.au/id/eprint/5478

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