Temporary Transitions to Online Problem-based Learning: Advice for Tutors and Learners
We provide a narrative review of the crucial elements for online Problem Based Learning (PBL) and a reflective overview of factors to consider when temporarily moving to online tutorials, forming a practical guide for educators in the health professions and beyond. We give general set-up advice bas...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Aalborg University Open Publishing
2022-05-01
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| Series: | Journal of Problem Based Learning in Higher Education |
| Online Access: | https://journals.aau.dk/index.php/pbl/article/view/6362 |
| _version_ | 1797229138466045952 |
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| author | Dervla Kelly Clare Conway Sarah Harney Helena McKeague |
| author_facet | Dervla Kelly Clare Conway Sarah Harney Helena McKeague |
| author_sort | Dervla Kelly |
| collection | DOAJ |
| description |
We provide a narrative review of the crucial elements for online Problem Based Learning (PBL) and a reflective overview of factors to consider when temporarily moving to online tutorials, forming a practical guide for educators in the health professions and beyond. We give general set-up advice based on the literature and our own recent experience (tutor and learner observational feedback, departmental meeting notes, newly-developed written resources and performance reports) of transitioning between temporary online PBL and face-to-face PBL but note that the majority of this advice translates easily to many types of virtual, interactive tutorial. We also include contextual evidence and theories from existing literature, with a focus on online PBL facilitation, learning and quality assurance. Despite widespread implementation of online teaching, there remain unanswered questions about whether deep learning occurs. The focus of this reflective paper is to better align online PBL practice with the principles of contextual, active, collaborative and self-directed learning and learning issues to be pursued.
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| first_indexed | 2024-04-24T15:07:50Z |
| format | Article |
| id | doaj.art-ca5217b6466b4d9487923b463a74b261 |
| institution | Directory Open Access Journal |
| issn | 2246-0918 |
| language | English |
| last_indexed | 2024-04-24T15:07:50Z |
| publishDate | 2022-05-01 |
| publisher | Aalborg University Open Publishing |
| record_format | Article |
| series | Journal of Problem Based Learning in Higher Education |
| spelling | doaj.art-ca5217b6466b4d9487923b463a74b2612024-04-02T12:34:22ZengAalborg University Open PublishingJournal of Problem Based Learning in Higher Education2246-09182022-05-0110110.54337/ojs.jpblhe.v10i1.6362Temporary Transitions to Online Problem-based Learning: Advice for Tutors and LearnersDervla Kelly0Clare Conway1Sarah Harney2Helena McKeague3School of Medicine, University of LimerickSchool of Medicine, University of LimerickSchool of Medicine, University of LimerickSchool of Medicine, University of Limerick We provide a narrative review of the crucial elements for online Problem Based Learning (PBL) and a reflective overview of factors to consider when temporarily moving to online tutorials, forming a practical guide for educators in the health professions and beyond. We give general set-up advice based on the literature and our own recent experience (tutor and learner observational feedback, departmental meeting notes, newly-developed written resources and performance reports) of transitioning between temporary online PBL and face-to-face PBL but note that the majority of this advice translates easily to many types of virtual, interactive tutorial. We also include contextual evidence and theories from existing literature, with a focus on online PBL facilitation, learning and quality assurance. Despite widespread implementation of online teaching, there remain unanswered questions about whether deep learning occurs. The focus of this reflective paper is to better align online PBL practice with the principles of contextual, active, collaborative and self-directed learning and learning issues to be pursued. https://journals.aau.dk/index.php/pbl/article/view/6362 |
| spellingShingle | Dervla Kelly Clare Conway Sarah Harney Helena McKeague Temporary Transitions to Online Problem-based Learning: Advice for Tutors and Learners Journal of Problem Based Learning in Higher Education |
| title | Temporary Transitions to Online Problem-based Learning: Advice for Tutors and Learners |
| title_full | Temporary Transitions to Online Problem-based Learning: Advice for Tutors and Learners |
| title_fullStr | Temporary Transitions to Online Problem-based Learning: Advice for Tutors and Learners |
| title_full_unstemmed | Temporary Transitions to Online Problem-based Learning: Advice for Tutors and Learners |
| title_short | Temporary Transitions to Online Problem-based Learning: Advice for Tutors and Learners |
| title_sort | temporary transitions to online problem based learning advice for tutors and learners |
| url | https://journals.aau.dk/index.php/pbl/article/view/6362 |
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