Collaborative problem based learning in distance and mobile education
Version 2 2024-06-17, 17:54Version 2 2024-06-17, 17:54
Version 1 2016-03-02, 21:55Version 1 2016-03-02, 21:55
journal contribution
posted on 2024-06-17, 17:54authored byM Mühlfelder, S Chandrasekaran
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 ttings (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 lassrooms 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.
History
Journal
International and interdisciplinary open access journal of digital universities: international best practices and applications
Volume
2
Article number
3
Pagination
3-10
Location
Via Plinio, Roma
ISSN
2385-1740
eISSN
2385-2992
Language
Eng
Publication classification
C Journal article, C2 Other contribution to refereed journal
Copyright notice
2016, GUIDE - Global Universities in Distance Education