A case study of teaching presence in virtual problem-based learning groups

Autor:	Patricia S. O'Sullivan, Monica Younger, Carol Kamin, Ted D. Wade, Robin R. Deterding
Rok vydání:	2006
Předmět:	Instructional design Teaching Clinical Clerkship General Medicine Problem-Based Learning Education User-Computer Interface Problem-based learning Asynchronous communication Pedagogy Mathematics education Humans Psychology Computer-Assisted Instruction Education Medical Undergraduate
Zdroj:	Medical teacher. 28(5)
ISSN:	1466-187X
Popis:	Interest in conducting problem-based learning (PBL) on-line has increased to meet student and physician schedules. Little research describes skills needed to facilitate PBL on-line. In this paper we studied teaching presence in asynchronous PBL groups. Two raters, with average inter-rater agreements of 0.80, used an existing code to measure teaching presence in 62 PBL case discussions facilitated by one instructor over five years. This instructor was selected because of consistently high teaching evaluations. Messages sent by the instructor in the on-line PBL discussion were coded into three categories: instructional design and organization, facilitating discourse and direct instruction. Instructional design indicators were most frequent averaging 22.5 (SD = 5.6)/discussion. Facilitating discourse and direct instruction were comparable, 19.5(SD = 7.4) and 19.5 (SD = 6.7), respectively. Messages and indicators of teacher presence rose across time with a decline during subsequent PBL cases with the same group.
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_dedup___::5cbeb3e2be54918229e1dd583b1faf43 https://pubmed.ncbi.nlm.nih.gov/16973454 Zobrazit plný text záznamu Plný text ve formátu PDF Plný text ve formátu HTML
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