Technology enhanced problem based learning
Date Issued
2013
Abstract
Problem based learning (PBL) pedagogy aims to provide context-rich academic
situations where students can work together and demonstrate authentic application
of knowledge. This paper seeks to address a recurrent problem in education related
to the implementation of PBL pedagogy that students are often disengaged from
active collaboration, fertile discussion, physical interaction around emerging group
artefacts, and reflection. The success of PBL implementation depends on both the
selection of learning activities and development of appropriate infrastructure -
learning spaces in which the activities can take place. Yet, the technologies often
comprising the PBL learning space in the university classroom (e.g., projector,
laptops, vertical smart board) and the way they are being used by instructors and
learners seem to hinder the successful implementation of PBL.
situations where students can work together and demonstrate authentic application
of knowledge. This paper seeks to address a recurrent problem in education related
to the implementation of PBL pedagogy that students are often disengaged from
active collaboration, fertile discussion, physical interaction around emerging group
artefacts, and reflection. The success of PBL implementation depends on both the
selection of learning activities and development of appropriate infrastructure -
learning spaces in which the activities can take place. Yet, the technologies often
comprising the PBL learning space in the university classroom (e.g., projector,
laptops, vertical smart board) and the way they are being used by instructors and
learners seem to hinder the successful implementation of PBL.
File(s)![Thumbnail Image]()
Name
Doc1.doc
Size
23.5 KB
Format
Microsoft Word
Checksum (MD5)
d56a966a81903a220b9bc30f111a9952