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Investigating ICT using problem-based learning in face-to-face and online learning environments.

John Pearson1

  • 1Faculty of Education, The University of Hong Kong, Pokfulam Road, Hong Kong.

Computers & Education
|April 15, 2020
PubMed
Summary

Problem-based learning (PBL) effectively guided students in exploring information and communication technology (ICT) integration challenges in Hong Kong secondary schools. This approach fostered practical investigation and knowledge creation in both online and face-to-face settings.

Keywords:
Computer-mediated communicationCooperative/collaborative learningPedagogical issuesPost-secondary educationTeaching/learning strategies

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Area of Science:

  • Education
  • Educational Technology
  • Business Education

Background:

  • The integration of Information and Communication Technologies (ICT) in secondary education presents unique challenges.
  • Understanding these challenges is crucial for effective curriculum development and pedagogical strategies.

Purpose of the Study:

  • To design, implement, and evaluate a module using Problem-based Learning (PBL) to investigate ICT adoption challenges in Hong Kong secondary business classrooms.
  • To assess the impact of PBL on curriculum development, student investigation processes, and knowledge creation regarding ICT integration.

Main Methods:

  • An explicit Problem-based Learning (PBL) approach was employed in a Master of Education (Business) module at the University of Hong Kong.
  • Student investigations (n=18) focused on ICT integration in business studies, evaluated through five key questions.
  • Evaluation criteria included PBL implementation, academic discourse, knowledge creation, tutor role, and the online learning environment.

Main Results:

  • PBL proved a practical methodology for investigating ICT challenges in both physical and virtual learning spaces.
  • The study generated new insights into the difficulties encountered during the adoption and use of new technologies in educational contexts.
  • PBL facilitated academic discourse and the creation of novel knowledge concerning ICT in business education.

Conclusions:

  • Problem-based Learning (PBL) is a viable and effective pedagogical strategy for exploring complex educational technology issues.
  • The findings offer valuable perspectives for educators and policymakers on overcoming barriers to ICT integration in secondary schools.
  • The study highlights the importance of practical, inquiry-based approaches in teacher education for addressing contemporary educational challenges.