Problem-based learning and social software: Difference between revisions
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== Problem-based learning == | == Problem-based learning == | ||
Currently [http://en.wikipedia.org/wiki/Problem-based_learning PBL] is utilized in many disciplines to help students develop advanced cognitive abilities including critical thinking, problem-solving, and communication skills ([http://education.ua.edu/faculty-staff/claire-howell-major/ Major] & [http://www.montana.edu/wwweduc/fac/vitae/palmerVitae.html Palmer], 2001). The [http://en.wikipedia.org/wiki/Problem-based_learning PBL] approach presents a realistic case that students work collaboratively to solve. The problem solving process requires students to clarify terms and concepts, define and analyze the problem, formulate and synthesize ideas, and present and reflect upon their solution ([http://www.springerlink.com/content/b3h1364261253342/ Woltering, Herrier, Spitzer & Spreckelsen], 2009). [http://en.wikipedia.org/wiki/Problem-based_learning PBL] stimulates students by providing practical problems, cooperative work environments, and the chance to organize the learning process. [http://education.ua.edu/faculty-staff/claire-howell-major/ Major] and [http://www.montana.edu/wwweduc/fac/vitae/palmerVitae.html Palmer] (2001) suggest that “teaching is a complex activity, and necessitates the emergence and development of approaches to instruction that are consistent with what we know about the way that learning happens”. [http://en.wikipedia.org/wiki/Problem-based_learning PBL] has become a dominant classroom paradigm due to cognitive science research about the nature of learning, which has shown that students benefit from working together, and they learn best by teaching or by solving problems ([http://education.ua.edu/faculty-staff/claire-howell-major/ Major] & [http://www.montana.edu/wwweduc/fac/vitae/palmerVitae.html Palmer], 2001). | |||
Upon examination of the empirical and theoretical evidence reported in three [http://en.wikipedia.org/wiki/Problem-based_learning PBL] reviews [http://www.siumed.edu/adrfa/rprofiles/Colliver.html Jerry Colliver] deems [http://en.wikipedia.org/wiki/Problem-based_learning PBL] as ineffective in fostering the acquisition of basic knowledge and clinical skills (2000, p. 259). [http://www.pophealth.wisc.edu/faculty/albanese Albanese] (2000) insists that [http://en.wikipedia.org/wiki/Problem-based_learning PBL] is a worthwhile strategy because of its effectiveness in information processing, cooperative learning, and improving the learning environment for students and faculty. [http://www.siumed.edu/adrfa/rprofiles/Colliver.html Colliver] (2000) concurs, “[http://en.wikipedia.org/wiki/Problem-based_learning Problem-based learning] may provide a more challenging, motivating and enjoyable approach to medical education...” (p. 266). [http://www.linkedin.com/in/gwendiecamp Camp] (1996) states [http://en.wikipedia.org/wiki/Problem-based_learning PBL] students retain knowledge for longer periods, provide better causal explanations and are more motivated than students taught conventionally. | |||
== Social software == | == Social software == | ||
== References == | == References == | ||
Revision as of 00:47, 28 January 2010
Introduction
This wiki explores some of the links between problem-based learning and social software.
- Leonia Card
- Memorial University of Newfoundland and Labrador
Problem-based learning (PBL) is an innovative educational approach that transforms passive learners into active participants who construct knowledge by building upon previously gained knowledge and experiences (Luppicini, 2003; Major & Palmer, 2001). PBL reflects the following principals of constructivism: understanding comes from interactions with the environment, the learner must focus on a stimulus or goal, and knowledge evolves through the social environment (Savory & Duffy, 2001). McLoughlin and Lee (2007) state that Web 2.0 technologies, such as social software tools (SSTs), have a foothold in lifelong effective learning and have considerable potential to address the diverse needs of students. Here PBL will be explored as a learning approach coupled with the technological trend of SSTs.
Problem-based learning
Currently PBL is utilized in many disciplines to help students develop advanced cognitive abilities including critical thinking, problem-solving, and communication skills (Major & Palmer, 2001). The PBL approach presents a realistic case that students work collaboratively to solve. The problem solving process requires students to clarify terms and concepts, define and analyze the problem, formulate and synthesize ideas, and present and reflect upon their solution (Woltering, Herrier, Spitzer & Spreckelsen, 2009). PBL stimulates students by providing practical problems, cooperative work environments, and the chance to organize the learning process. Major and Palmer (2001) suggest that “teaching is a complex activity, and necessitates the emergence and development of approaches to instruction that are consistent with what we know about the way that learning happens”. PBL has become a dominant classroom paradigm due to cognitive science research about the nature of learning, which has shown that students benefit from working together, and they learn best by teaching or by solving problems (Major & Palmer, 2001).
Upon examination of the empirical and theoretical evidence reported in three PBL reviews Jerry Colliver deems PBL as ineffective in fostering the acquisition of basic knowledge and clinical skills (2000, p. 259). Albanese (2000) insists that PBL is a worthwhile strategy because of its effectiveness in information processing, cooperative learning, and improving the learning environment for students and faculty. Colliver (2000) concurs, “Problem-based learning may provide a more challenging, motivating and enjoyable approach to medical education...” (p. 266). Camp (1996) states PBL students retain knowledge for longer periods, provide better causal explanations and are more motivated than students taught conventionally.