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Integrating web-delivered problem-based learning scenarios to the curriculum

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Gossman, Peter, Stewart, Terry, Jaspers, Marlene and Chapman, Bruce (2007) Integrating web-delivered problem-based learning scenarios to the curriculum. Active Learning in Higher Education, 8 (2). pp. 139-153. ISSN 1469-7874

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Gossman-et-al-Integrating-web-delivered_20problem-based_20learning_20scenarios_20to_20the_20curriculum-with-cover-page-v2.pdf - Published Version
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Official URL: https://doi.org/10.1177/146978740707798

Abstract

This article reports on a small-scale research project (n=56) that investigated student educational gain. For the purposes of this study, gain is defined as an increase in the score that students obtain for pre/post intervention tests. Students received authentic exposure to the process via a web-delivered problem-based scenario. The students were randomly allocated to case and control groups. No statistically significant differences in educational gain were recorded between the two groups. However, the research highlights the requirement to fully integrate problem-based learning (PBL) work into a curriculum. It also confirms findings from other research that students engage well with PBL and enjoy the learning process using this methodology.

Item Type:	Article
Additional Information:	Staff and students at the University of Worcester can access the full-text of the online published article via the UW online library search. External users should check availability with their local library or Interlibrary Requests Service.
Uncontrolled Discrete Keywords:	case-based learning, diagnostic training, plant protection, problem-based learning, scenario-based learning
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB2300 Higher Education L Education > LC Special aspects of education
Divisions:	College of Arts, Humanities and Education > School of Education
Depositing User:	Peter Gossman
Date Deposited:	23 Dec 2022 11:11
Last Modified:	23 Dec 2022 11:11
URI:	https://eprints.worc.ac.uk/id/eprint/12531

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