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Web 2.0 Technology for Problem-Based and Collaborative Learning: A Case Study

Web 2.0 Technology for Problem-Based and Collaborative Learning: A Case Study

Clive N. Buckley, Angela M. Williams
Copyright: © 2010 |Pages: 8
ISBN13: 9781615209637|ISBN10: 1615209638|EISBN13: 9781615209644
DOI: 10.4018/978-1-61520-963-7.ch065
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MLA

Buckley, Clive N., and Angela M. Williams. "Web 2.0 Technology for Problem-Based and Collaborative Learning: A Case Study." Web-Based Education: Concepts, Methodologies, Tools and Applications, edited by Information Resources Management Association, IGI Global, 2010, pp. 939-946. https://doi.org/10.4018/978-1-61520-963-7.ch065

APA

Buckley, C. N. & Williams, A. M. (2010). Web 2.0 Technology for Problem-Based and Collaborative Learning: A Case Study. In I. Management Association (Ed.), Web-Based Education: Concepts, Methodologies, Tools and Applications (pp. 939-946). IGI Global. https://doi.org/10.4018/978-1-61520-963-7.ch065

Chicago

Buckley, Clive N., and Angela M. Williams. "Web 2.0 Technology for Problem-Based and Collaborative Learning: A Case Study." In Web-Based Education: Concepts, Methodologies, Tools and Applications, edited by Information Resources Management Association, 939-946. Hershey, PA: IGI Global, 2010. https://doi.org/10.4018/978-1-61520-963-7.ch065

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Abstract

Collaborative problem-based learning (PBL) has a well established history within medical and health care education. Undergraduate nursing students at the Glyndwr University undertake PBL to explore ethical issues of health care; traditionally these students meet in person to discuss scenarios, provided by tutors, and present the product of their deliberations to the rest of the class. The geographical dispersion of the students has meant that most discussions have been limited to those times when the students are physically on campus by virtue of their timetabled classes. By using Web 2.0 technologies, students are able to collaborate at distance, at a time that suits them. This chapter describes how students have used these emerging technologies to share ideas and resources to prepare for class presentations; described also are the underpinning theories that inform this work together with an analysis of student use and feedback.

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