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

Discussion of Results

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

  1. Why do the researchers believe cognitively demanding and challenging tasks lessened motivation for some?
  2. Does peer assessment motivate you, why?

 


Critique: Discussion

Following their research findings, the authors begin by discussing the results that provide valuable insights in problem-based learning. They reveal three important issues that can impact student participation and subsequent learning outcomes such as problem selection, motivating activity, and peer assessment (Oliver & Omari, 2009).

These issues are valid but the authors’ neglect to mention other reasons why they believe cognitively demanding and challenging tasks lessen motivation and enthusiasm. Perhaps students simply have no prior knowledge to bring to the learning environment. Also, their research is to address the technological environment to support problem-based learning but there was no mention whether with that approach facilitators are able to cover as much material as a conventional delivery method. Although the authors do mention that they intend to pursue further studies, undoubtedly, there are more issues to uncover.

4 comments


1 Shirle Ternan { 02.28.12 at 12:41 pm }

Does Peer assessment motivate you ?

Working within a collaborative group (a group of 2) has been a worthwhile endeavor and has challenged me to find better ways of communicating. The dynamics of collaborating within larger groups (ie., 10) continues with the challenge, but can become a frustrating endeavor. For those individual who find value in group discussion and contribute, the experience can be very rewarding. For those individuals who may have the desire to participate, but have personal barriers, group work can become another barrier to overcome and be quite stressful.

Personally, peer assessment does not motivate me. Many individuals lack the skills required to positively assess their peers – and communication may come as a judgment. An assessment from a peer who does not contribute does not hold value for me. Assessing others without a provided criteria format would be a necessity.

Does peer assessment motivate you ?


2 Stephen { 02.28.12 at 9:13 pm }

Hi
It is a kind of exercise in trust in peer assessment. I am with you when you suggest that some people are not good at giving constructive criticism. I think it is a skill you need to learn (with errors). Perhaps teaching constructive criticism strategies early on in a DE coure and providing some back up ‘template’ comments would help?


3 Rob McBride { 03.04.12 at 1:29 pm }

I found the results related to the importance of task selection very interesting. For one thing, I was already reflecting on the question of preparing teachers to teach online and this strikes me as an instance where the same skill and attention that a teacher brings to selection of class activities, applies to teaching online. “The selection of the task influences significantly the forms of problem solving engaged. For example, well structured problems are appropriate for knowledge and skill acquisition. Ill structured more suited to conceptual development and problem solving development.” This quote also goes to the earlier discussion of higher order compared to lower order and I think it presents a very interesting way to think about why a teacher might want to create “an ill structured” task.

I would have liked to understand better from the article what role class discussions played given that much of the online activity was preparation for class. In any case, class discussions are consistently highly rated and I wondered if it wasn’t because learners came focused and energized from the online prep?

Here is another quote I found very interesting: “Interestingly, in both classes, those aspects associated with face to face teaching were considered to have the greatest impact on motivation and enjoyment. In both classes, the teacher was considered to be the major determinant of enjoyment while class discussions and the informal class atmosphere also appeared as strong contributors to enjoyment.”


4 Stephen { 03.04.12 at 6:24 pm }

Hi

I wonder if , in a way, class discussions are similar in nature to ‘ill structured ‘ tasks, simply because they are inherently full of possible variables in the direction they take.

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