 Online Learning Update Ray Schroeder, editor, COLRS - Online@Illinois SpringfieldOnline Learning Update - a blog published daily since 2001 by Ray Schroeder, Professor Emeritus, University of Illinois at Springfield |
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Sunday, August 21, 2005
The Effects of Delivery Medium and Facilitator on Student Achievement in Problem-based Learning - Schoenfeld-Tacher, McConnell, Kogan -JIOL
Given the rapid growth of online courses in general (U.S. Department of Education, 2003) and the need to accommodate students pursuing pre-health programs and medical degrees (both human and veterinary), we felt it important to offer clinically-based electives online at the undergraduate, graduate and professional school level. Problem-based learning (PBL) has been offered to a variety of audiences in the College of Veterinary Medicine and Biomedical Sciences, ranging from pre-health undergraduate students to third-year veterinary students. For the past 15 years, these classes have been offered in a traditional, face-to-face format, adapted from the Bowman-Gray Medical School curriculum (Philp & Camp, 1990). We recently began experimenting with the use of web-based materials to support PBL teaching in the veterinary medical program. Based on the success of this innovation, we decided to examine the effects of offering segments of a PBL course completely online. Given the fact that it is important and desirable for premedical students to begin the process of critical thinking and evaluation of clinical situations early in their career, we chose this population as an audience for the study, as they have no prior experience with PBL. Prior research on PBL outcomes has focused on either the impact of delivery method on PBL outcomes or the effect of facilitator content knowledge. In this study, we combine these two factors in order to examine the feasibility of having non-content experts facilitate online PBL courses to accommodate the ever-increasing demands on clinical faculty members’ time.
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