Harvison Edae Research Article

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Harvison Edae Research Article

  1. 1. Recommendations for Designing and Implementing Distributed Problem-Based Learning Jerome D. Scripture The American Journal of Distance Education Vol. 22, No. 4, October-December 2008
  2. 2. Steps in dPBL <ul><li>Problem Development </li></ul><ul><li>Inquiry and Investigation </li></ul><ul><li>Solution </li></ul><ul><li>Debriefing </li></ul>06/08/09 Template copyright www.brainybetty.com 2005
  3. 3. dPBL <ul><li>Pure system or hybrid system </li></ul><ul><li>Is there instructor driven discussion and coursework? </li></ul>06/08/09 Template copyright www.brainybetty.com 2005
  4. 4. dPBL Abilities <ul><li>The setting is adaptable due to asynchronous collaboration </li></ul><ul><li>Synchronous collaboration is possible literally around the world </li></ul><ul><li>Members of the group may go on learning together after the course if collegiality has been created </li></ul>06/08/09 Template copyright www.brainybetty.com 2005
  5. 5. dPBL Difficulties <ul><li>Projects may take more time, especially the solution phase </li></ul><ul><li>Teachers may step in before the group really needs assistance </li></ul><ul><li>Technology can’t substitute for teamwork </li></ul><ul><li>Group members may have anxiety about being judged by the group or instructor </li></ul>06/08/09 Template copyright www.brainybetty.com 2005
  6. 6. Review of the Literature <ul><li>The PBL teaching method has been applied to distance education, but there is a need to explore the methods employed and encouraged by experienced designers producing education for the virtual environment </li></ul>
  7. 7. Study Design <ul><li>A phenomenological study </li></ul><ul><li>10 designers </li></ul><ul><li>Telephone interview with a semi-structured formula </li></ul><ul><li>One half to two hours in duration </li></ul>06/08/09 Template copyright www.brainybetty.com 2005
  8. 8. Research Hypothesis <ul><li>“ What are the best practices that instructional designers of dPBL recommend?” </li></ul>06/08/09 Template copyright www.brainybetty.com 2005
  9. 9. Validity and Reliability <ul><li>Transferability </li></ul><ul><li>Triangulation </li></ul><ul><li>Deep comprehension of the phenomenon </li></ul><ul><li>Subject selection </li></ul>06/08/09 Template copyright www.brainybetty.com 2005
  10. 10. Research Findings <ul><li>Optimal group size three to six team mates </li></ul><ul><li>Best duration of class 12 weeks </li></ul><ul><li>Duration of each meeting </li></ul><ul><li>Process recommendations </li></ul><ul><li>Direction of activities </li></ul><ul><li>Concise outline of evaluation process </li></ul>06/08/09 Template copyright www.brainybetty.com 2005
  11. 11. Individual Recommendations <ul><li>Organizing and facilitating </li></ul><ul><li>Course design </li></ul><ul><li>Responsibility </li></ul><ul><li>Structure </li></ul><ul><li>Support </li></ul>06/08/09 Template copyright www.brainybetty.com 2005
  12. 12. Conclusions <ul><li>Ten recommendations </li></ul><ul><li>Blended model preferred </li></ul><ul><li>Participant awareness of the dPBL model </li></ul><ul><li>Further research </li></ul>06/08/09 Template copyright www.brainybetty.com 2005

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