An educational Experience with Online Teaching: Not a Best Practice

Ditte Kolbæk, Anne-Mette Nortvig

Research output: Chapter in Book/Report/Conference proceedingConference contribution to 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.
Original languageEnglish
Title of host publicationTomorrow’s Learning : Learning with and about technologies and computing
EditorsArthur Tatnall, Mary Webb
Number of pages11
Place of PublicationDublin
Publication date21 Feb 2018
ISBN (Print)978-3-319-74309-7
ISBN (Electronic)978-3-319-74310-3
Publication statusPublished - 21 Feb 2018
EventTomorrow's Learning: Involving Everyone: Learning with and about Technologies and Computing - Dublin, Ireland
Duration: 3 Jul 20176 Jul 2017
Conference number: 11th IFIP TC 3 World Conference on Computers in Education


ConferenceTomorrow's Learning: Involving Everyone
Number11th IFIP TC 3 World Conference on Computers in Education
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