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|Title:||Distributed Problem-Based Learning and Threaded Discourse||Contributor(s):||Lobry De Bruyn, L (author)||Publication Date:||2005||Handle Link:||https://hdl.handle.net/1959.11/504||Abstract:||The use of problem-based learning (PBL) as a teaching and learning strategy has been well accepted in vocational degrees such as medical sciences, education, and law. However, the use of problem based learning in the natural sciences has been more recent and has experienced varying degrees of success. An even more recent development has been that of online instruction, and the use of computer-mediated communications in the delivery of distributed problem-based learning (dPBL) exercises. Both educational developments, use of problem-based learning and online delivery of units, have arisen from the perceived need to diversify university teaching approaches to produce more competent graduates who can support the rapid changes occurring in the workplace. Since graduates are expected to have a range of skills and competencies along with the knowledge base to support them in the workplace, the natural sciences have often focused on the problem-solving aspect of problem-based learning to teach students about conflict resolution, negotiating change, and working cooperatively in teams. In addition, PBL is an excellent teaching strategy that has the ability to strengthen and develop student competencies in the areas of information literacy, communication, self-directed learning, and solving "real-world" problems.||Publication Type:||Book Chapter||Source of Publication:||Teaching in the Sciences: Learner-Centred Approaches, p. 85-104||Publisher:||The Haworth Press||Place of Publication:||New York||ISBN:||1560222646||Field of Research (FOR):||130306 Educational Technology and Computing||HERDC Category Description:||B1 Chapter in a Scholarly Book||Other Links:||http://books.google.com.au/books?id=obLjPWH9oPAC&lpg=PP1&pg=PA85
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|Appears in Collections:||Book Chapter|
School of Environmental and Rural Science
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