Participation in online problem-based learning: insight from postgraduate teachers studying through open and distance education. McLinden, M., McCall, S., Hinton, D., & Weston, A. (2006). Participation in Online Problem ‐ based Learning: Insights from postgraduate teachers studying through open and distance education. Distance Education, 27(3), 指導教授： Min-puu Chen 報告者： Hui-lan Juan 報告日期：

Introduction This article explores the responses of one cohort of postgraduate teachers to their participation in online- problem-based learning (PBL).

Implementation of PBL within an online environment There is increasing evidence to suggest that with recent developments in ICT the approach can also be adapted to meet the increasingly diverse needs of students. Translating PBL to the online environment ensure that application of the technology is informed by appropriate pedagogical principles. One of the most challenging tasks when integrating technology within the PBL process is to design and manage an effective online environment that affords learning through providing activities for participants to communicate as well as collaborate.

The Visual Impairment PBL Research Project The Visual Impairment PBL Research Project (VIPBL) is a pilot study concerned with the design, development, and evaluation of online PBL resources for use with postgraduate teachers of children with visual impairment. This article reports on work undertaken within Phase 2. ◦ Within Phase 2 the materials were embedded into Modules 1 and 2 of the restructured programme and students’ responses to their use within the programme analysed.

The Visual Impairment PBL Research Project Participants ◦ distance education programme of study Mandatory Qualification for Teachers of Children with Visual Impairment (N=34) ◦ Divided into one of six online PBL tutorial groups. (6 人： 4 組； 5 人： 2 組 ) The project team ◦ Programme tutors based within the Visual Impairment Centre for Teaching and Research. ◦ Educational technology officer from the school of Education E-Learning Team.

The Visual Impairment PBL Research Project Development of online resources ◦ The PBL course developed by the project team within Phase 1 of the project was adapted for use within Phase 2. ◦ Course was delivered through WebCT. ◦ Within each scenario participants worked in their online PBL tutorial group to complete an assigned task every two weeks.

The Visual Impairment PBL Research Project Induction Programme ◦ All students participated in an induction programme designed to introduce them to the principles of online learning through WebCT. Evaluation of Online Resources ◦ Anonymous questionnaire ◦ collect feedback with respect to :  Participation in the online PBL component  The design and relevance of the two case scenarios ◦ Four-point Likert scale (1, strongly agree ； 4, strongly disagree)

Result and Discussion 1.Participants’ Experiences and Use of Technology The large proportion of respondents for whom use of a VLE and / or online forms of communication were novel experiences. 2.Design and use of the Virtual Learning Environment (VLE) The design of the learning environment using WebCT was appropriate to allow the required online tasks to be successfully completed.

Result and Discussion 3.Emotional Aspects Most respondents (76%) reporting that they were initially hesitant about participating in online group work. Induction activities were useful in developing confidence for most participants(40%).  suggests a need for more structured support to be provided. 4.Management of Study Time Most participants (93%) reported they spent more than one hour per week. Most (68%)reported working between and The majority of participants(62%) had difficulty in managing their time online.

Result and Discussion 5.Role of the Project Team The campus-based induction sessions were “challenging but fun” (77%), and were felt to be important in establishing “ a good group rapport” (97%)  Develop the induction programme to ensue students feel confident that they have the range of necessary skill to engage in online PBL The technical difficulties mainly related to the participant’s own computer and /or Internet provider, but these may pose substantial barriers to participation in online PBL for students who are new to this mode of instruction.  how important it is to provide adequate technical support, particularly in the early stages of a course.

Conclusion 使用科技的 PBL 其潛在的障礙，及如何減低這些障礙的建議： 1.Student expectations The requirements and implications of participation in the online components are clearly specified in advance to students. Guidance is offered on the relative advantages/disadvantages of using synchronous and asynchronous discussion. 2.Availability versus accessibility of technology Distinguish with student between availability of technology and its accessibility for engagement in online PBL tasks. Explore the possibilities of accessing online PBL task from another environment. 3.Experience of ICT Reference to appropriate models of online teaching and learning in planning and design of activities. Design induction, provide individual and small group learning opportunities

Conclusion (cont.) 4.Time management Clear guidance to be provided to students in advance of online activities to help them plan and manage their study time. Within guidance, acknowledge that work may be required outside of allotted study time in order to participate in group discussion. 5.Non-participation Ensure students know that group progress is monitored regularly. Indentify and contact non-participants early. 6.Technical issues Ensure that students are aware of the technical support that can be provided to support their studies with contact details of who would be appropriate to contact. Provide a technical questions area (bulletin board) that is monitored regularly and provide FAQs.