Application of Problem-Based Learning in a non-face-to-face modality in crisis situations, based on the changes required to promote the associated learning process.
Author
Cifuentes Aya, Hector
Term
4. term
Publication year
2021
Submitted on
2021-12-17
Pages
81
Abstract
Denne casestudie undersøger, hvordan problembaseret læring (PBL) kan gennemføres i en ikke-fysisk/online ramme under forstyrrende kriser, og hvilke curriculære ændringer der er nødvendige. Vi vurderede, hvilken betydning det pludselige skift til fjernundervisning havde for de studerende. Faktorer med stor indflydelse var adgang til teknologi (computere, mobile enheder, internet), lærernes forberedelse til virtuel undervisning og deres villighed til forandring samt tilgængelige softwareværktøjer. Vi undersøgte de studerendes syn på autonom (selvstyret) og kollaborativ læring, hvor vigtige de anser disse tilgange i en onlinekontekst, deres studieteknikker og læringspræferencer. På baggrund af dette identificerede vi krav til justering af curriculære komponenter, så fjernundervisning kan gennemføres. Vi etablerede rum til selvstændigt arbejde og samarbejde via platforme som Symbaloo, Google Meet, Google Drive og Moodle. De studerende valgte ofte de platforme, de i forvejen kendte, frem for specifikt anbefalede løsninger. Samlet peger resultaterne på, at et kursus med både teoretiske og praktiske elementer kan gennemføres online ved hjælp af PBL. Dog oplevede mange et tomrum på grund af manglende mulighed for fysiske laboratorieøvelser.
This case study examines how problem-based learning (PBL) can be carried out in an online, non-face-to-face format during disruptive crises, and what curricular changes are needed. We assessed the impact of the abrupt shift to remote learning on students. Key influences on learning included access to technology (computers, mobile devices, internet), teachers’ preparation for virtual teaching and openness to change, and the availability of software tools. We explored students’ views on autonomous (self-directed) and collaborative learning, the importance they assign to these approaches in an online setting, their study techniques, and their learning preferences. From these findings, we identified requirements for adjusting curricular components to support remote instruction. We set up spaces for independent and group work using platforms such as Symbaloo, Google Meet, Google Drive, and Moodle. Students often preferred familiar platforms over those specifically recommended. Overall, the results show that a course with both theoretical and practical components can be delivered online using PBL. However, many students felt a gap due to the inability to conduct in-person laboratory sessions.
[This summary has been rewritten with the help of AI based on the project's original abstract]
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