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Title: Distributed Problem-Based Learning and Threaded Discourse
Contributor(s): Lobry De Bruyn, L  (author)orcid 
Publication Date: 2005
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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
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Appears in Collections:Book Chapter
School of Environmental and Rural Science

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