Digital Redesign of Problem-Based Learning (PBL) from Face-to-Face to Synchronous Online in Biomedical Sciences MSc Courses and the Student Perspective
PBL is a widely used teaching approach that is increasingly incorporating digital components. Although, by its nature, a face-to-face approach is the preferred mode of delivery, its digital counterpart is gaining ground. The current paper discusses the digital redesign of PBL in an MSc in Biomedical...
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| Format: | Article |
| Language: | English |
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MDPI AG
2023-08-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/13/8/850 |
| _version_ | 1828715441848057856 |
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| author | Stella A. Nicolaou Ioanna Petrou |
| author_facet | Stella A. Nicolaou Ioanna Petrou |
| author_sort | Stella A. Nicolaou |
| collection | DOAJ |
| description | PBL is a widely used teaching approach that is increasingly incorporating digital components. Although, by its nature, a face-to-face approach is the preferred mode of delivery, its digital counterpart is gaining ground. The current paper discusses the digital redesign of PBL in an MSc in Biomedical Sciences. Face-to-face and online PBL followed the seven steps of the PBL process, and each case was completed in three sessions. For the delivery of online PBL, collaborative tools were utilized, including CiscoWebex, the online platform for synchronous meetings, and OneDrive, shareable PPT, and Moodle for synchronous and asynchronous self-directed learning. Three cohorts were followed, and students had both face-to-face and online PBL experiences. Student feedback was obtained using focus groups, and data analysis utilized a deductive and inductive approach. Our data indicate that CiscoWebex is a suitable and user-friendly platform for synchronous online PBL. The students enjoyed both formats and stated that online PBL is an effective teaching approach for promoting student learning. In regards to student interaction, the face-to-face mode was preferred, while online PBL was perceived as more organized. The redesign allowed for effective student learning and could pave the way forward for a fully online MSc program in Biomedical Sciences. |
| first_indexed | 2024-03-10T23:58:51Z |
| format | Article |
| id | doaj.art-0061d2274f36418985449b5ad0332622 |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-03-10T23:58:51Z |
| publishDate | 2023-08-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-0061d2274f36418985449b5ad03326222023-11-19T00:52:27ZengMDPI AGEducation Sciences2227-71022023-08-0113885010.3390/educsci13080850Digital Redesign of Problem-Based Learning (PBL) from Face-to-Face to Synchronous Online in Biomedical Sciences MSc Courses and the Student PerspectiveStella A. Nicolaou0Ioanna Petrou1Department of Life Sciences, School of Life and Health Sciences, University of Nicosia, Nicosia 2417, CyprusDepartment of Life Sciences, School of Life and Health Sciences, University of Nicosia, Nicosia 2417, CyprusPBL is a widely used teaching approach that is increasingly incorporating digital components. Although, by its nature, a face-to-face approach is the preferred mode of delivery, its digital counterpart is gaining ground. The current paper discusses the digital redesign of PBL in an MSc in Biomedical Sciences. Face-to-face and online PBL followed the seven steps of the PBL process, and each case was completed in three sessions. For the delivery of online PBL, collaborative tools were utilized, including CiscoWebex, the online platform for synchronous meetings, and OneDrive, shareable PPT, and Moodle for synchronous and asynchronous self-directed learning. Three cohorts were followed, and students had both face-to-face and online PBL experiences. Student feedback was obtained using focus groups, and data analysis utilized a deductive and inductive approach. Our data indicate that CiscoWebex is a suitable and user-friendly platform for synchronous online PBL. The students enjoyed both formats and stated that online PBL is an effective teaching approach for promoting student learning. In regards to student interaction, the face-to-face mode was preferred, while online PBL was perceived as more organized. The redesign allowed for effective student learning and could pave the way forward for a fully online MSc program in Biomedical Sciences.https://www.mdpi.com/2227-7102/13/8/850online PBLPBL in STEMbiomedical sciencesimmunologyMSc studentsstudent perceptions |
| spellingShingle | Stella A. Nicolaou Ioanna Petrou Digital Redesign of Problem-Based Learning (PBL) from Face-to-Face to Synchronous Online in Biomedical Sciences MSc Courses and the Student Perspective Education Sciences online PBL PBL in STEM biomedical sciences immunology MSc students student perceptions |
| title | Digital Redesign of Problem-Based Learning (PBL) from Face-to-Face to Synchronous Online in Biomedical Sciences MSc Courses and the Student Perspective |
| title_full | Digital Redesign of Problem-Based Learning (PBL) from Face-to-Face to Synchronous Online in Biomedical Sciences MSc Courses and the Student Perspective |
| title_fullStr | Digital Redesign of Problem-Based Learning (PBL) from Face-to-Face to Synchronous Online in Biomedical Sciences MSc Courses and the Student Perspective |
| title_full_unstemmed | Digital Redesign of Problem-Based Learning (PBL) from Face-to-Face to Synchronous Online in Biomedical Sciences MSc Courses and the Student Perspective |
| title_short | Digital Redesign of Problem-Based Learning (PBL) from Face-to-Face to Synchronous Online in Biomedical Sciences MSc Courses and the Student Perspective |
| title_sort | digital redesign of problem based learning pbl from face to face to synchronous online in biomedical sciences msc courses and the student perspective |
| topic | online PBL PBL in STEM biomedical sciences immunology MSc students student perceptions |
| url | https://www.mdpi.com/2227-7102/13/8/850 |
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