Interplay Between Self-Directed Learning and Group Interactions in Online Problem-Based Discussions
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Lee, W.Y.(. (2005). Interplay Between Self-Directed Learning and Group Interactions in Online Problem-Based Discussions. In P. Kommers & G. Richards (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2005 (pp. 2055-2061). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/20375.
World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2005
June 27, 2005
Piet Kommers & Griff Richards
More Information on EDMEDIA
Table of Contents
This paper illustrates collaborative knowledge building through problem-based learning (PBL) in online treaded discussions. PBL has been of the most popular instructional approaches in health education. However, few studies described the essential aspects of the PBL learning processes, such as self-directed learning, and its impact on the building of professional knowledge. Therefore, this study investigates the interplay between self-directed learning and group interactions that emphasizes how students use learning resources in a social context. Using qualitative research methods, I analyzed 751 online messages in a nursing class. The results revealed seven kinds of resources (e.g., textbook and experience) integrated socially in the discussions. Resource integration occurred through the process of enriching conceptual understanding, connecting textbook information and personal experiences, and comparing theories and practical approaches. Knowledge was built through this integration.
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