Using online technologies to support problem based learning: Learners' responses and perceptions

Background

While you read this section, please think about and comment upon:

  1. Whether you think that reward structures are inherent in collaborative environments?
  2. What educational theory do you think the writers favour?

 


Critique: Developing Models for University Writing

According to the article, Slavin (1997) suggests that “the reward structure inherent in collaborative environments have been found to have a positive effect on student motivation” (as cited in Oliver & Omari, 1999, p. 61). The authors have included a number of primary sources to support their claim. Hence, actively participating in learning activities, whether individually or in a group, creates a motivating setting that could encourage students to enrich their own learning and lead to higher order thinking.

The focus of this article is online technologies to support PBL and the writers identify their social constructivist approach in their research. This pedagogical approach allows for students to become problem solvers in order to investigate and discover meaning solutions to real-world issues. This constructivist approach develops critical thinking, increases motivation, helps students to become better problem solvers, as well allowing for transferability to new situations.

The authors raise a note of caution about the direct transfer of classroom materials to online materials, suggesting that the content is different and not all of the it can be carried over effectively.

4 comments


1 Rani { 03.02.12 at 10:00 am }

As i become more familiar with the various theories out there, I am beginning to draw out similarities in objectivities and the challenges associated with each. Constructivism seems to focus on developing critical skills and applying it to real problems or real life situations. Community of inquiry (coi) is concerned with developing deeper and meaningful learning. Do you see specific differences between the two?


2 Angela Lam { 03.04.12 at 1:24 am }

Hi Rani,

You raise a good question whether there is a difference between the two. Honestly, I don’t really see a difference myself. I’m fairly new to learning the various theories but it seems that they both share common similarities like you said in developing critical skills and constructing meaning in order to apply them to purposeful situations.


3 Rob McBride { 03.04.12 at 1:12 pm }

I thought the authors leaned also toward situation based learning and preparation for the world of work was a preoccupation, perhaps due to the nature of the desired learning outcomes in the two courses in question. I really liked this quote, “Situated learning is based on the premise that the nature of the situation and the circumstances in which knowledge is learned are both influential in determining the likely prospect of subsequent redeployment to other situations and settings (Brown, Collins & Duguid, 1986).”


4 Evelyne { 03.05.12 at 7:06 pm }

To comment on the motivation to higher order thinking:
I’m a believer in Bloom’s Taxonomy of Learning Domains. As instructor, I would utilize tools provided in order to motivate the student to reach the next level- this would justify the social constructivist theory.
Evelyne

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