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Using Problem-Based Learning in Online Courses: A New Hope?

Using Problem-Based Learning in Online Courses: A New Hope?

Richard F. Kenny
Copyright: © 2007 |Pages: 23
ISBN13: 9781591409502|ISBN10: 1591409500|ISBN13 Softcover: 9781591409519|EISBN13: 9781591409526
DOI: 10.4018/978-1-59140-950-2.ch015
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MLA

Kenny, Richard F. "Using Problem-Based Learning in Online Courses: A New Hope?." Making the Transition to E-Learning: Strategies and Issues, edited by Mark Bullen and Diane Janes, IGI Global, 2007, pp. 243-265. https://doi.org/10.4018/978-1-59140-950-2.ch015

APA

Kenny, R. F. (2007). Using Problem-Based Learning in Online Courses: A New Hope?. In M. Bullen & D. Janes (Eds.), Making the Transition to E-Learning: Strategies and Issues (pp. 243-265). IGI Global. https://doi.org/10.4018/978-1-59140-950-2.ch015

Chicago

Kenny, Richard F. "Using Problem-Based Learning in Online Courses: A New Hope?." In Making the Transition to E-Learning: Strategies and Issues, edited by Mark Bullen and Diane Janes, 243-265. Hershey, PA: IGI Global, 2007. https://doi.org/10.4018/978-1-59140-950-2.ch015

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Abstract

In this chapter, I argue that instructional designers must use research and theory to guide them to new and justified instructional practices when designing e-learning. I introduce a well-established pedagogy, problem-based learning (PBL), in which complex, ill-structured problems serve as the context and stimulus for learning, and students work collaboratively to understand the problem and learn about the broader related concepts. I describe the structure of PBL and discuss Barrow’s (1998) concept of “authentic” PBL. I then review the support for PBL in the research literature and describe its relationship to cognitive and constructivist learning theory. I conclude the chapter by demonstrating how authentic PBL can be applied to e-learning using supporting examples from an undergraduate online course in agriculture.

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