Problem-based learning in distance education: Practitioners' beliefs about an action learning project

Problem-based learning in distance education: Practitioners' beliefs about an action learning project

• Taplin, Margaret Centre for Research in Distance and Adult Learning, Open University of Hong Kong

Distance Education, 21(2), 278-299, 2000

Routledge

2000

• Q 教育體系與各級學校
  • QG 成人教育、終身及延續教育
    • QGE 遙距教育
• F 教與學
  • FA 一般教學方法、各種施教方法

Distance Education Problem Solving Teacher Attitudes Teaching Methods University Teaching Problem Based Learning Higher Education Action Research Hong Kong Open University of Hong Kong

• Hong Kong

• 1997.7 onwards

• 專上教育

Despite the advantages of problem based learning (PBL) and the fact that it has been utilised for some time in conventional higher education settings, it is not widely used in distance education in Hong Kong. Recently, a small group of course co-ordinators at the Open University of Hong Kong engaged in a series of action learning projects to explore ways in which it could be incorporated into their courses. The purpose of this paper is to report the opinions of these academics about the suitability of PBL for a distance education environment. Generally, they concluded that it is possible, and perhaps desirable, to consider implementing PBL as one learning approach. However, most of the projects focussed on a fairly narrow application of PBL, namely in face-to-face tutorials. The limitations of the participants' interpretations are discussed in the light of the constraints they face, and some recommendations are made for other ways of implementing PBL into distance education.
[Copyright of Distance Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/0158791000210206]

• 英文

期刊論文

• 01587919

• 10.1080/0158791000210206

https://bibliography.lib.eduhk.hk/tc/bibs/7f23be84

2010-09-27