Collaborative problem based learning in distance and mobile education

Mühlfelder, Manfred and Chandrasekaran, Sivachandran 2015, Collaborative problem based learning in distance and mobile education, International and interdisciplinary open access journal of digital universities: international best practices and applications, vol. 2, no. 3, pp. 3-10.

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Title Collaborative problem based learning in distance and mobile education
Author(s) Mühlfelder, Manfred
Chandrasekaran, SivachandranORCID iD for Chandrasekaran, Sivachandran orcid.org/0000-0003-2871-880X
Journal name International and interdisciplinary open access journal of digital universities: international best practices and applications
Volume number 2
Issue number 3
Start page 3
End page 10
Total pages 8
Publisher GUIDE - Global Universities in Distance Education
Place of publication Via Plinio, Roma
Publication date 2015-12
Keyword(s) 3C3R model
Collaborative learning
Distance learning methods
Instructional designs
Problem based learning (PBL)
Theory-practice transfer
Summary Since the early 1970s, Problem based Learning (PBL) in small groups is a prominent and innovative didactic approach with multiple facets, good practices and demonstrated effectiveness in many countries, for many different subjects and education/training programs, and in various settings (primary, secondary and higher tertiary education) (see e. g. Edens, 2000, Savery, 2006; Ertmer, Hmelo-Silver, 2015). However, this concept is not so much perceived in distance learning programs even though new technologies allow for better real-time collaboration in virtual classrooms and workspaces, mobile access to electronic learning resources via smart phones, and digital learning content like videos, podcasts or simulation tools. One reason for this might be the lack of conceptual frameworks and appropriate models for PBL in distance education. In this article, one prominent concept for designing PBL learning settings will be presented and its application in practice discussed: the 3C3R-Model of Hung (2006) defines a framework for Content, Context, and Connection (3C), which are interlinked through learner activities such as Researching, Reasoning and Reflecting (3R).Practical implications and examples for the design of appropriate distance learning designs based on this model will be presented and discussed with the audience.
Language eng
Field of Research 130103 Higher Education
130202 Curriculum and Pedagogy Theory and Development
130299 Curriculum and Pedagogy not elsewhere classified
Socio Economic Objective 930103 Learner Development
HERDC Research category C2 Other contribution to refereed journal
ERA Research output type C Journal article
Copyright notice ©2016, GUIDE
Persistent URL http://hdl.handle.net/10536/DRO/DU:30081855

Document type: Journal Article
Collection: School of Engineering
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