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Related Experiment Videos

A case study of teaching presence in virtual problem-based learning groups.

Carol S Kamin1, Patricia O'Sullivan, Robin R Deterding

  • 1University of Colorado School of Medicine, Denver, CO, USA. Carol.Kamin@uchsc.edu

Medical Teacher
|September 16, 2006
PubMed
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Online problem-based learning (PBL) requires specific facilitation skills. This study found that instructor teaching presence, particularly instructional design, is key for effective asynchronous PBL discussions.

Area of Science:

  • Medical Education
  • Online Learning
  • Educational Technology

Background:

  • Online problem-based learning (PBL) is increasingly used to accommodate flexible schedules.
  • Limited research exists on the specific skills required for facilitating online PBL.
  • Understanding teaching presence is crucial for effective online PBL facilitation.

Purpose of the Study:

  • To investigate the nature of teaching presence in asynchronous online PBL groups.
  • To identify the key components of instructor facilitation in online PBL.
  • To analyze the frequency and trends of teaching presence indicators over time.

Main Methods:

  • Analysis of 62 asynchronous online PBL case discussions facilitated by one instructor over five years.
  • Use of a validated coding scheme to measure teaching presence.

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  • Categorization of instructor messages into instructional design, facilitating discourse, and direct instruction.

    • Main Results:

    • Instructional design indicators were the most frequent component of teaching presence (average 22.5/discussion).
    • Facilitating discourse and direct instruction were observed with comparable frequency (average 19.5/discussion each).
    • Indicators of teaching presence increased over time but declined in later cases with the same student group.

    Conclusions:

    • Effective online PBL facilitation relies heavily on instructional design and organization.
    • Teaching presence in online PBL evolves over time and with repeated group interactions.
    • Further research is needed to optimize online PBL facilitation strategies.