Treffer: WebMail Versus WebApp: Comparing Problem-Based Learning Methods in a Business Research Methods Course.

This study examined the impact of two Problem-Based Learning (PBL) approaches on knowledge transfer, problem- solving self-efficacy, and perceived learning gains among four intact classes of adult learners engaged in a group project in an online undergraduate business research methods course. With two of the classes using a text-only PBL workbook distributed through Web-based e-mail (WebMail PBL) and two using a custom-developed multi-media Web-based software application (WebApp PBL), knowledge transfer was assessed by comparing learner scores on a problem-solving final exam scenario. Problem-solving self-efficacy was gauged from a survey grounded in the work of Bandura (2001) and Heppner (1988) and administered pre-and postproject, while perceived learning gains were gauged from a postproject survey based on the University of Wisconsin-Madison Student Assessment of Learning Gains (SALG) questionnaire. Results indicate that while project method does impact knowledge transfer and perceived learning gains, it has little impact on adult learners with already-strong perceptions of their problem-solving abilities. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Interactive Learning Research is the property of Association for the Advancement of Computing in Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)