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Writing Bees, Wikis, Problem-Based Learning, and Assessment: Teaching With Online Discussions

Writing Bees, Wikis, Problem-Based Learning, and Assessment: Teaching With Online Discussions

Lyz Howard
Copyright: © 2020 |Pages: 27
ISBN13: 9781799832928|ISBN10: 1799832929|EISBN13: 9781799832935
DOI: 10.4018/978-1-7998-3292-8.ch009
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MLA

Howard, Lyz. "Writing Bees, Wikis, Problem-Based Learning, and Assessment: Teaching With Online Discussions." Handbook of Research on Online Discussion-Based Teaching Methods, edited by Lesley Wilton and Clare Brett, IGI Global, 2020, pp. 202-228. https://doi.org/10.4018/978-1-7998-3292-8.ch009

APA

Howard, L. (2020). Writing Bees, Wikis, Problem-Based Learning, and Assessment: Teaching With Online Discussions. In L. Wilton & C. Brett (Eds.), Handbook of Research on Online Discussion-Based Teaching Methods (pp. 202-228). IGI Global. https://doi.org/10.4018/978-1-7998-3292-8.ch009

Chicago

Howard, Lyz. "Writing Bees, Wikis, Problem-Based Learning, and Assessment: Teaching With Online Discussions." In Handbook of Research on Online Discussion-Based Teaching Methods, edited by Lesley Wilton and Clare Brett, 202-228. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-3292-8.ch009

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Abstract

This chapter introduces a case study to explore the pedagogical re-design of an online module using online discussions as the focus for learning. A longitudinal and development module assessment was threaded through three phases of learning: 1) writing bees, 2) WIKI (what I know is), and 3) problem-based learning (PBL). Each phase of learning is explained using evidence to support its development, and a critique of the benefits and limitations of learning this way is included. An evaluation of the re-designed module is included, demonstrating although at times the online discussion and writing activities were challenging that on the whole, students enjoyed learning in this way. This chapter concludes by claiming that the pedagogical design of learning using online discussions should be engaging, interactive, collaborative, and fully supported at every stage of the learners' journey and recommends further research in the theory of communities of practice to inform such pedagogical design.

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