An educational Experience with Online Teaching: Not a Best Practice

Ditte Kolbæk, Anne-Mette Nortvig

Publikation: Bidrag til bog/antologi/rapportKonferenceartikel i proceedingpeer review


Problem- and Project-Based Learning (PBL) is a widely used pedagogical method in higher education. Although PBL encourages self-directed learning and works with the students’ own projects and problems, it also includes teacher presentations, discussions and group reflections, both on-campus and online. Therefore, the teacher’s plans might be relevant to the students’ projects, but that is not always the case. This study investigates how master’s students interact with an online Problem-Based Learning design and examines how technology influences these interactions. The empirical data stem from lessons at an online master’s course, and they were collected and analyzed using a netnographic approach. The study finds that concepts like self-directed learning and active involvement of everyone can have very different meanings from the teachers’ and the students’ points of view. If the students do not see the relevance immediately, they often leave the online sessions. Hence the title: This study describes an experience and provides a point of departure for further discussion, but it is not an example of best practices for online PBL.
TitelTomorrow’s Learning : Learning with and about technologies and computing
RedaktørerArthur Tatnall, Mary Webb
Antal sider11
Publikationsdato21 feb. 2018
ISBN (Trykt)978-3-319-74309-7
ISBN (Elektronisk)978-3-319-74310-3
StatusUdgivet - 21 feb. 2018
BegivenhedTomorrow's Learning: Involving Everyone: Learning with and about Technologies and Computing - Dublin, Irland
Varighed: 3 jul. 20176 jul. 2017
Konferencens nummer: 11th IFIP TC 3 World Conference on Computers in Education


KonferenceTomorrow's Learning: Involving Everyone
Nummer11th IFIP TC 3 World Conference on Computers in Education