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Testing Strategies to Enhance Online Student Collaboration in a Problem-Based Learning Activity

Testing Strategies to Enhance Online Student Collaboration in a Problem-Based Learning Activity

Lisa Lobry de Bruyn
Copyright: © 2011 |Pages: 25
ISBN13: 9781616928988|ISBN10: 1616928980|EISBN13: 9781616929008
DOI: 10.4018/978-1-61692-898-8.ch007
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MLA

Lobry de Bruyn, Lisa. "Testing Strategies to Enhance Online Student Collaboration in a Problem-Based Learning Activity." Techniques for Fostering Collaboration in Online Learning Communities: Theoretical and Practical Perspectives, edited by Francesca Pozzi and Donatella Persico, IGI Global, 2011, pp. 99-123. https://doi.org/10.4018/978-1-61692-898-8.ch007

APA

Lobry de Bruyn, L. (2011). Testing Strategies to Enhance Online Student Collaboration in a Problem-Based Learning Activity. In F. Pozzi & D. Persico (Eds.), Techniques for Fostering Collaboration in Online Learning Communities: Theoretical and Practical Perspectives (pp. 99-123). IGI Global. https://doi.org/10.4018/978-1-61692-898-8.ch007

Chicago

Lobry de Bruyn, Lisa. "Testing Strategies to Enhance Online Student Collaboration in a Problem-Based Learning Activity." In Techniques for Fostering Collaboration in Online Learning Communities: Theoretical and Practical Perspectives, edited by Francesca Pozzi and Donatella Persico, 99-123. Hershey, PA: IGI Global, 2011. https://doi.org/10.4018/978-1-61692-898-8.ch007

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Abstract

Most units of learning are being offered flexibly, either using distance education or online facilities, and often with asynchronous computer-mediated communication or online discussions. The use of asynchronous computer-mediated communication is believed to offer students the opportunity to communicate independently of time and place, and to ask questions, state opinions and offer advice when transferring interactive learning activities to an online environment. This chapter uses an action research framework to examine the quantity and nature of student engagement in a problem-based learning activity as a consequence of placing face-to-face instruction on and practice in problem-based learning prior to using asynchronous computer-mediated communication. The effectiveness of early placement of a 4-day residential component to improve student collaboration in the online problem-based learning activity was tested against six years (2001-2006) of electronically-archived online discussions in a 13-week, under- or post-graduate tertiary-level natural science unit.

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