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Related Experiment Videos

Web-based technology: its effects on small group "problem-based learning" interactions in a professional veterinary

Regina Schoenfeld-Tacher1, Janice M Bright, Sherry L McConnell

  • 1College of Veterinary Medicine and Biomedical Sciences, Anatomy W-102, Colorado State University, Fort Collins, CO 80523-1601, USA. reginast@colostate.edu

Journal of Veterinary Medical Education
|April 19, 2005
PubMed
Summary
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WebCT technology did not alter veterinary faculty teaching styles in problem-based learning (PBL). However, facilitators grew more comfortable with the technology and interacted more approachably with students.

Area of Science:

  • Veterinary Medical Education
  • Educational Technology
  • Pedagogy

Background:

  • Problem-based learning (PBL) is a key pedagogical approach in professional veterinary medical (PVM) programs.
  • Integrating technology like WebCT into PBL requires understanding its impact on faculty teaching.
  • Faculty adaptation and interaction dynamics in technology-enhanced learning environments are crucial.

Purpose of the Study:

  • To investigate the influence of WebCT on faculty teaching styles during PBL sessions in a PVM program.
  • To examine changes in faculty interaction with WebCT over a semester.
  • To assess the perceived impact of WebCT on the facilitator's role in PBL.

Main Methods:

  • A mixed-methods approach combining qualitative case study and semi-quantitative surveys.

Related Experiment Videos

  • Observation of nine clinical sciences faculty members facilitating 20 PBL sessions over an academic semester.
  • Thematic analysis of qualitative data focusing on technology adaptation, teaching impact, and interaction patterns.

    • Main Results:

    • No direct evidence indicated WebCT altered teaching behaviors (e.g., student-centered vs. teacher-centered).
    • Faculty demonstrated a moderate increase in comfort with WebCT, with one showing significant skill improvement.
    • Facilitators maintained stable individual teaching styles but interacted more caringly and approachably with students compared to traditional settings.

    Conclusions:

    • WebCT integration did not fundamentally change established faculty teaching styles in PBL.
    • Facilitator comfort and skill with technology improved over the semester.
    • Technology facilitated more positive and approachable student-faculty interactions within the PBL context.