Pedagogical designs for e-learning
Distributed problem-based learning
Problem-based learning (PBL) is a widely used approach to learning and teaching that uses an instructional problem as the principal vehicle for learning and teaching. The analysis and study of this problem comprises several phases that are spread over periods of group work and individual study (Barrows & Tamblyn, 1980; Schmidt, 1983; Evensen, & Hmelo, 2000). Distributed problem-based learning refers to the use of this strategy in a networked learning and teaching environment.
Present the problem
- Outline the problem situation and its attributes.
- Describe the learning process, and define the learning task.
Learners response
Post first perceptions of the problem:
| Issues | Hypotheses | Method | Data |
|---|---|---|---|
| Articulate their first perceptions of the problem | State their conjectures about the problem | Identify and choose data collection strategy | Gather data and share this with their peers |
Explore the problem and first perceptions:
| Issues | Hypotheses | Method | Data |
|---|---|---|---|
| Explain and justify their first perceptions | Expand and focus their conjectures | Agree to revise their action plan if necessary | Gather additional data, and share with peers |
Revise first perceptions:
| Issues | Hypotheses | Method | Data |
|---|---|---|---|
| Identify any new or related issues to problem | Revise their conjectures re: the problems | Make adjustments to their action plan | Gather additional data and share with peers |
Prepare and post a critical reflection record:
In this last phase learners present a "critical reflection record" which
synthesizes the discussion that has taken place on the collaborative
learning environment. This is more than a record of what transpired and
reflects each person's understandings of the problem.
The bulk of the learning task in this model takes place in an electronic environment, which is supported by computer mediated communications technology (see Naidu & Oliver, 1996).
How it might work in practice
For each one of the topics addressed in the course, the learning experience in this electronic environment will unfold in stages over a defined period, e.g.
Week 1
Students are required to articulate their first perceptions of the problem as presented to them. They develop some hypotheses which are their conjectures regarding the problem including its causes, effects and possible solutions, outline how they were going to go about searching for evidence to support their hypotheses and then collect that evidence. They "post" these comments on the electronic environment so that everyone can read others¹ approach to the understanding and resolution of the same problem.
Week 2
After reading the initial reactions and comments of others on their own thoughts, students re-examine their first perceptions of the problem. They expand and refocus their conjectures regarding the problem and if necessary revise their hypotheses and data gathering strategies, and post these on the electronic environment.
Week 3
Students identify new or related issues from the discussions, revise their conjectures regarding the problem, and perhaps make modifications to their problem resolution strategies.
Week 4
Students prepare and present their own "critical reflection record" on the electronic environment. This comprises their final comment on the problem situation and how they sought to resolve it.