The Power of Problem-Based Learning in an Undergraduate Education Course
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Dysard, G. (2005). The Power of Problem-Based Learning in an Undergraduate Education Course. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2005 (pp. 3161-3166). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/19609.
Society for Information Technology & Teacher Education International Conference (SITE) 2005
Phoenix, AZ, USA
Caroline Crawford, Roger Carlsen, Ian Gibson, Karen McFerrin, Jerry Price, Roberta Weber & Dee Anna Willis
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Table of Contents
The purpose of this paper is to describe a case study in which 19 students, in a face-to-face Health and Sports Science (HSS) undergraduate computer application course, were immersed into a technology-enhanced problem-based learning classroom. Traditionally a lecture-based course, Computer Applications was refocused to put the students at the center of the learning experience. A three-part survey administered to all 19 students in the undergraduate course assessed students' attitudes towards problem-based learning. Data extracted from the survey reveals how the problem-based approach impacted students' learning and attitudes during the semester. In addition, the paper describes each stage of the problem-based learning process from student engagement to the final authentic end of the term presentation. Samples of student artifacts are provided, along with qualitative data to provide evidence of the power of problem-based learning. In the end, the study will assist any teacher, administrator, or faculty member interested in employing problem-based learning.
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