harvison edae research article
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Recommendations for Designing and Implementing Distributed Problem-Based
Learning
Jerome D. ScriptureThe American Journal of Distance Education
Vol. 22, No. 4, October-December 2008
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Steps in dPBL
• Problem Development
• Inquiry and Investigation
• Solution
• Debriefing
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dPBL
• Pure system or hybrid system
• Is there instructor driven discussion and coursework?
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dPBL Abilities
• The setting is adaptable due to asynchronous collaboration
• Synchronous collaboration is possible literally around the world
• Members of the group may go on learning together after the course if collegiality has been created
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dPBL Difficulties
• Projects may take more time, especially the solution phase
• Teachers may step in before the group really needs assistance
• Technology can’t substitute for teamwork
• Group members may have anxiety about being judged by the group or instructor
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Review of the Literature
• The PBL teaching method has been applied to distance education, but there is a need to explore the methods employed and encouraged by experienced designers producing education for the virtual environment
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Study Design
• A phenomenological study
• 10 designers
• Telephone interview with a semi-structured formula
• One half to two hours in duration
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Research Hypothesis
• “What are the best practices that instructional designers of dPBL recommend?”
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Validity and Reliability
• Transferability
• Triangulation
• Deep comprehension of the phenomenon
• Subject selection
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Research Findings
• Optimal group size three to six team mates
• Best duration of class 12 weeks
• Duration of each meeting
• Process recommendations
• Direction of activities
• Concise outline of evaluation process
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Individual Recommendations
• Organizing and facilitating
• Course design
• Responsibility
• Structure
• Support
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Conclusions
• Ten recommendations
• Blended model preferred
• Participant awareness of the dPBL model
• Further research
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