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Nikos Mattheos Nikos Mattheos Tandvårdshögskolan Tandvårdshögskolan Malmö Malmö PBL PBL for Internet for Internet based based teaching teaching
Nikos MattheosNikos MattheosTandvårdshögskolanTandvårdshögskolanMalmöMalmö
PBLPBLfor Internetfor Internet
based teachingbased teaching
•Develop and evaluate a functional model of PBL for Internet-based teaching.
•Identify factors of importance when attempting to use PBL in distance education with this media.
• 85 publications (1985 –1999)
• 30 selected for further classification - year - media employed - target group - type of evaluation - methodology - reported results
• Analysis of the factors of importance
•Factors of importance:
- accreditation or ”filtering”
- personal contact
- team work
•Lack of theoretical framework
•Lack of original research data (5/85)
•3 generations of interaction
11stst Generation Generation:: Correspondence or home study
22ndnd Generation: Generation: Interactive courses
33rdrd Generation. Generation. Virtual Classrooms
questio
nnaire
•Printed materialPrinted material
•Mail correspondence Mail correspondence
•TapesTapes
•SlidesSlides
•TV broadcastTV broadcast
•VHS videosVHS videos
•CD-ROMCD-ROM
•World Wide WebWorld Wide Web
Audio telephone conference: since 50’s
Audiovisual teleconference: early 60’s
Interaction in a typical teleconference session:
The network environment that can facilitate similar kinds of interaction as in
a physical classroom.
Student – tutor
Student – student
Student – learning resources
tutor
students
Learning resources
Interaction
A Virtual Classroom allows the individual
student or professional to access the whole learning process from the comfort
of his/her home, with only a standard PC and a
reasonably fast Internet connection.
Chat
Audioconference
On-line library
Web boards
Search engines
Multimedia
THE SOUP MODEL !
• 28 Undergraduate students - 12 different countries• 4 PBL groups – 4 tutors
• No specific level of competence with computers
• No specific experience with PBL
• High quality multimedia material
• Simple and affordable technology
11stst Pilot study: Pilot study:
1. Define the problem
2. Generate hypothesis
3. Formulate learning goals
4. Collect information outside the group
5. Synthesise newly aquired knowledge
6. Test Hypothesis
1st meeting
1 week
2nd meeting
The Malmö model
1. Define the problem
2. Generate hypothesis
3. Formulate learning goals
4. Collect information outside the group
5. Synthesise newly aquired knowledge
6. Test Hypothesis
The Network model
Internet
•Synchronous
•Asynchronous
Preparatory Workshop : Barcelona October 1998!Duration : January – May 1999!
•Description of the course
•Description of the technology
•Introduction to PBL
•Formulation of groups
•Sangria tasting..!
Case 1 !Presented on 18th
January 1999
Karin
Karin is female 23 years old . She complains about bleeding in the area of the upper incisor when she brushes her
teeth.
KarinKarin
From: GabrielaDate: 19 Jan 1999Time: 16:34:21
“THE PROBLEM HERE IS BLEEDING WHILE BRUSHING. THE MOST IMPORTANT WORD IS OF COURSE, BLEEDING. AS I SEE IT FROM THE VIIDEO, THERE IS NO PERIODONTAL POCKET. THE BLEEDING MUST BE DUE TO INFLAMMATION OF THE GINGIVA. AND THE CAUSE OF INFLAMMATION IS THE PATHOGEN.
I look forward for the next step”
From: HelenaDate: 19 Jan 1999Time: 20:02:13
“[…] It seems she has an early stage of gingivitisgingivitis. The margins of the gums are inflamated because of the body response to bacteriabacteria. The bacteria probably are from the dental plaque or tartarplaque or tartar, so a first step would be a better higyenebetter higyene of the mouth. I would recommend a plaque removal by a dental specialist. As it is an early stage, it is reversible. I wouldn’t try an antibiotic treatmentantibiotic treatment cause it will cause mutations to the oral bacteriae. Only if the disease gets to an acute stage one should think of antibiotics. I would also recommend washing regularly with an antibacterial mouth rinseantibacterial mouth rinse.. But as it gets only to the coronar part of the teeth, I think I’ve heard of litle pumpslitle pumps that put the antibacterial rinse into the sulcular space. Of course, she should brushbrush twice a day, and floss from time to time... And about the toothpaste I’d suggest to change the toothpastetoothpaste everytime the tube goes empty, because there is a small amount of antibiotics in it and bacteriae get resistent. The gingivitis must be treted properly otherwise it gets to ulcerateulcerate, or even to periodontal diseaseperiodontal disease. Please comment my reply because i’m very interested in this field... See you! ”…
From: RimadaDate: 21 Jan 1999Time: 10:32:11
Hello people, What are we supposed to do? Has case 1 already ended? Greetings, Rimada
You can’t teach them
to swimswim,
without getting them
wetwet..!
How good are you with computers?
Almost unfamiliar
Almost expert
2,78
Students tend to
overestimateoverestimate
their competence
with computers!
•Decide when…
•Decide which media…
Group Flexibility:Group Flexibility:
too much flexibility
might jeopardise
groupworkgroupwork
on the Net..!
What was the most important you learned during the Virtual Classroom?
0
5
10
15
20
25
ComputerLiteracy
PBL Other no finalevaluation
28 students
The media might
overshadowovershadow
the aims..!
•8 participants (2 groups)
•Hybrid structure
•5 PBL cases
•Distance from 5 to 600 km
•Mean age 39 yrs
•No previous experience with PBL or Distance Learning
2nd Pilot study:2nd Pilot study:
1. Define the problem
2. Generate hypothesis
3. Formulate learning goals
4. Collect information outside the group
5. Synthesise newly aquired knowledge
6. Test Hypothesis
InternetAsynchronous
In Classroom
InternetSynchronous
The Hybrid model
•Speed of interaction
•Tutor involvement
•Participation of individual student
•Content related features
•Student attitudes
•Overall functionality, effectiveness
What did we evaluate?
Interaction speedInteraction speed
Class Sync Async
2,1 inputs/min2,1 inputs/min15 inputs/min15 inputs/min --
Speed of On-line interaction
0
0,5
1
1,5
2
2,5
1 2 3 4 5
Sessions
inp
uts
pe
r m
inu
te
Group 2
Group 1
Interaction speed
Class Sync Async
2,1 inputs/min15 inputs/min -
Tutor involvement (max)Tutor involvement (max) 9 %9 % 48 %48 % 10 –35 %10 –35 %
Tutor involvement in the on-line discusion
0
20
40
60
80
100
1 2 3 4 5
sessions
percentage
Group 1
Group 2
Interaction speed
Class Sync Async
2,1 inputs/min15 inputs/min -
Tutor involvement 9 % 48 % 10 –35 %
Uneven distributionUneven distribution ++ ++ ++
Student attitudeStudent attitude + ++ + + + ++ ++
Interaction speed
Class Sync Async
2,1 inputs/min15 inputs/min -
Tutor involvement 9 % 48 % 10 –35 %
Uneven distribution + + +
• on-line discussions more ”superficial” and on-line discussions more ”superficial” and sometimes ”frustrating”sometimes ”frustrating”
•Slightly more positive towards DL after courseSlightly more positive towards DL after course
0
2
4
6
8
10
12
14
16
18
20
Case 1 Case 2 Case 3 Case 4 Case 5
ContentTechnologyPresentationsMisellaneous
Inputs in the web board (asynchronous)
The messaging thresholdin computer mediated
communication.(Reid 1996)
Reid, J. M. F., V. Malinek, J. T. Stott, and J. B. T. Evans. 1996. Ergonomics 39: 1017–37.
”We only communicate through
a medium,when our need to communicate
exceeds the ”cost” of using this medium.”
In-classroomInternet text- based
Text based interaction through Internet is:
• ”filtered”
• ”superficial” ?
• Less spontaneous
• More tiring
•…differentdifferent..!threshold
• Virtual PBL possiblepossible if properly organised
• Might constitute a compromisecompromise over the in-classroom PBL, with currently available media. Further research is needed to identify factors of importance.
