Section I
Section II
Section III
Section IV
Section V
Section VI
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Purpose
Methods
People
Funding
Timeline
Team Members |
Purpose:
This OLT project investigated how problem based learning (PBL)
can be modified for delivery in a distributed mode using current
on-line information and communication technologies to reach
learners who experience challenges in accessing educational
opportunities offered in traditional formats, while maintaining
the unique values of PBL (Link to PBL description).
Methods:
Students with previous experiences in face to face PBL self-selected
to participate in the study. Students in each subgroup knew
each other from prior face-to-face meetings and all but one
student were new to online learning. The groups communicated
exclusively using First Class computer-mediated communication
software using asynchronous and synchronous modes of communication
(link to examples of main student page, chat space).
A digital case related to fetal alcohol spectrum disorder
(FASD) was developed as the trigger for small group learning.
The case included videos, web resources, relevant documents,
and case records (link to examples of video, web resources,
PDF files, etc). In addition, content experts and a legal
guardian, who cares for children with FASD, were trained to
communicate asynchronously with the students online (link
to Interdisciplinary folder).
The PBL experience lasted between 4 and 6 weeks and students
were graded on their participation.
Qualitative data were collected using reflections, focus groups,
and interviews. The questions for the reflections were modified
from Stephen Brookfield's work and were completed weekly,
where possible, by students throughout the online PBL intervention
(link to example of reflection). At the end of the intervention,
focus groups were conducted with each class; interviews were
held with students who could not attend the focus group. Focus
group and interview questions were focused on the PBL process
and learning.
People:
The three student subgroups included 7 third year undergraduate
nursing students, 5 masters students in neonatal nursing,
and 10 fourth year midwifery students. The three tutors were
all experienced in PBL, but were novices to teaching and learning
in the online environment.
Funding:
This project was made possible with funding support from the
Office of Learning Technologies, Human Resources Development
Canada
Timeline:
Project Start date: April 6, 2001
Project Development: April - October, 2001
Implementation: October, 2001 - April 2002
Analysis: January 2002 - December 2002
Project Team Members:
From McMaster University, Faculty of Health Sciences, School
of Nursing and City of Hamilton Social and Public Health Services,
Public Health Research, Education and Development Program:
Dr. Ruta Valaitis, Project Manager
Dr. Wendy Sword, Co-Investigator
From Sheridan College, Visualization Design Institute:
Bob Jones, Instructional Designer
From City of Hamilton, Social and Public Health Services:
Andrea Hodges, Project Coordinator
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