Lobry De Bruyn, Lisa

2008

This chapter explores through a case study approach of a tertiary-level unit on Land Assessment for Sustainable Use, the connections between three key elements of learning - learning outcomes, learning design, and learning objects - in the context of problem based learning conducted in an online environment. At the "heart" of learning is the achievement of learning outcomes guided pedagogically by the learning design ("head") with the support of well-designed, pedagogically-sound learning objects ("hands"). All the students participating in this case study were undertaking the unit as off-campus or "distance" students, either at under- or post-graduate level. This chapter defines the use of learning objects and learning design in a problem based learning context. Primary evidence is presented to demonstrate the effectiveness of the problem based learning design and integrated learning objects in facilitating learning outcomes when students communicated online on discussion boards within a course management system (WebCT) under two circumstances: one, as a collective group (2001-2003) before face-to-face instruction and practice in problem based learning; and two, in small groups (2004-2006) after receiving face-to-face instruction and practice in problem based learning.

Handbook of Research on Learning Design and Learning Objects: Issues, Applications, and Technologies, v.2, p. 676-701

9781599048611

https://hdl.handle.net/1959.11/2542

en

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Adapting Problem-Based Learning to an Online Learning Environment

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