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

Title:
WebMail versus WebApp: Comparing Problem-Based Learning Methods in a Business Research Methods Course
Language:
English
Authors:
Williams van Rooij, Shahron
Source:
Journal of Interactive Learning Research. Oct 2007 18(4):555-569.
Availability:
Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327-1545. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Peer Reviewed:
Y
Physical Description:
PDF
Page Count:
15
Publication Date:
2007
Document Type:
Fachzeitschrift Journal Articles<br />Reports - Evaluative
Education Level:
Higher Education
Descriptors:
Problem Based Learning, Information Transfer, Problem Solving, Self Efficacy, Academic Achievement, Program Effectiveness, Research Methodology, Internet, Outcomes of Education, Adult Students, Adult Learning, Computer Mediated Communication, Social Environment, Scores, Online Courses, Business Administration Education
ISSN:
1093-023X
Number of References:
33
Entry Date:
2007
Access URL:
https://www.editlib.org/index.cfm?fuseaction=Reader.ViewAbstract&paper_id=21728
Accession Number:
EJ771835
Database:
ERIC

Weitere Informationen

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 multimedia 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. (Contains 2 figures and 1 table.)

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