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Problem-based learning in online vs. face-to-face environments.

Jancis K Dennis1

  • 1California State University, Sacramento, CA 95819, USA. dennisj@csus.edu

Education for Health (Abingdon, England)
|January 27, 2004
PubMed
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Synchronous online problem-based learning (CMPBL) and face-to-face (TPBL) groups showed similar learning outcomes. However, CMPBL required more time-on-task, with more issues generated correlating to higher exam scores.

Area of Science:

  • Medical Education
  • Online Learning
  • Problem-Based Learning

Background:

  • Problem-based learning (PBL) is a constructivist pedagogical approach.
  • Evaluating the efficacy of online PBL compared to traditional face-to-face PBL is crucial for modern educational settings.

Purpose of the Study:

  • To compare learning outcomes, time-on-task, and learning issue generation between synchronous online PBL (CMPBL) and traditional face-to-face PBL (TPBL).

Main Methods:

  • A post-test only control group design was employed.
  • Students participated in a four-element learning process: initial tutorial, self-directed learning, second tutorial, and laboratory session.
  • CMPBL groups utilized electronic communication (email, chat, bulletin board) for interaction, while TPBL groups met face-to-face.

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Main Results:

  • No significant differences in learning outcomes were observed between CMPBL and TPBL groups.
  • The CMPBL group demonstrated significantly higher time-on-task compared to the TPBL group.
  • While overall learning issue generation did not differ, a positive correlation was found between the number of learning issues generated and examination scores, irrespective of the learning medium.

Conclusions:

  • Synchronous online PBL is as effective as face-to-face PBL in terms of learning outcomes.
  • The increased time-on-task in CMPBL may warrant further investigation into its pedagogical implications.
  • Encouraging the generation of learning issues is vital for enhancing student performance in PBL environments.