An educational Experience with Online Teaching: Not a Best Practice

Ditte Kolbæk; Anne-Mette Nortvig

doi:https://doi.org/10.1007/978-3-319-74310-3

An educational Experience with Online Teaching: Not a Best Practice

Ditte Kolbæk, Anne-Mette Nortvig

Aalborg University

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution to proceeding › peer-review

Abstract

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 language	English
Title of host publication	Tomorrow’s Learning : Learning with and about technologies and computing
Editors	Arthur Tatnall, Mary Webb
Number of pages	11
Place of Publication	Dublin
Publisher	Springer
Publication date	21 Feb 2018
Pages	304-314
ISBN (Print)	978-3-319-74309-7
ISBN (Electronic)	978-3-319-74310-3
DOIs	https://doi.org/10.1007/978-3-319-74310-3
Publication status	Published - 21 Feb 2018
Event	Tomorrow's Learning: Involving Everyone: Learning with and about Technologies and Computing - Dublin, Ireland Duration: 3 Jul 2017 → 6 Jul 2017 Conference number: 11th IFIP TC 3 World Conference on Computers in Education https://link.springer.com/book/10.1007/978-3-319-74310-3

Conference

Conference	Tomorrow's Learning: Involving Everyone
Number	11th IFIP TC 3 World Conference on Computers in Education
Country/Territory	Ireland
City	Dublin
Period	03/07/17 → 06/07/17
Internet address	https://link.springer.com/book/10.1007/978-3-319-74310-3

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https://doi.org/10.1007/978-3-319-74310-3

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title = "An educational Experience with Online Teaching: Not a Best Practice",

abstract = "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{\textquoteright} own projects and problems, it also includes teacher presentations, discussions and group reflections, both on-campus and online. Therefore, the teacher{\textquoteright}s plans might be relevant to the students{\textquoteright} projects, but that is not always the case. This study investigates how master{\textquoteright}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{\textquoteright}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{\textquoteright} and the students{\textquoteright} 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.",

author = "Ditte Kolb{\ae}k and Anne-Mette Nortvig",

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editor = "Arthur Tatnall and Mary Webb",

booktitle = "Tomorrow{\textquoteright}s Learning",

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address = "United States",

note = "Tomorrow's Learning: Involving Everyone : Learning with and about Technologies and Computing, WCCE 2017 ; Conference date: 03-07-2017 Through 06-07-2017",

url = "https://link.springer.com/book/10.1007/978-3-319-74310-3",

}

An educational Experience with Online Teaching: Not a Best Practice. / Kolbæk, Ditte; Nortvig, Anne-Mette.
Tomorrow’s Learning: Learning with and about technologies and computing. ed. / Arthur Tatnall; Mary Webb. Dublin: Springer, 2018. p. 304-314.

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution to proceeding › peer-review

TY - GEN

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AU - Kolbæk, Ditte

AU - Nortvig, Anne-Mette

N1 - Conference code: 11th IFIP TC 3 World Conference on Computers in Education

PY - 2018/2/21

Y1 - 2018/2/21

N2 - 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.

AB - 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.

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ER -

An educational Experience with Online Teaching: Not a Best Practice

Abstract

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