The effects of problem-based learning on the classroom community perceptions and achievement of web-based education students

Web-based education as an alternative to face-to-face teaching is now being extended as an application to higher education. Much effort is undertaken to provide multimedia rich, attractive content to learners. While the use of multimedia technologies has a noticeable effect on students’ learning, so...

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Bibliographic Details
Published in:Computers and education 2010-08, Vol.55 (1), p.43-52
Main Authors: Baturay, Meltem Huri, Bay, Omer Faruk
Format: Article
Language:English
Subjects:
Business Administration Education
Classroom Environment
College Instruction
College Students
Community
Comparative Analysis
Computer-mediated communication
Constructivism (Learning)
Control Groups
Cooperative Learning
Cooperative/collaborative learning
Distance Education
Educational Technology
Electronic Learning
Foreign Countries
Instructional Effectiveness
Internet
Online Courses
Pedagogical issues
Pretests Posttests
Problem Based Learning
Student Attitudes
Teaching/learning strategies
Turkey
Web Based Instruction
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Summary:Web-based education as an alternative to face-to-face teaching is now being extended as an application to higher education. Much effort is undertaken to provide multimedia rich, attractive content to learners. While the use of multimedia technologies has a noticeable effect on students’ learning, so does the selected teaching methodology. Underpinned by the Constructivist approach, problem-based learning is one of the methods that could be applied in web-based learning environments. The current study investigates the effects of problem-based learning on students’ classroom community perceptions and their achievement. It focuses on the tertiary level course “Introduction to Computers” offered by the Department of Business Administration of the Distance Education Program at a higher education institution in Turkey. The results indicated that students who worked on problem-based projects felt much more ‘connected’ to other class members when compared to the control group. They achieved higher scores in the post-tests although their online midterm and final examination scores did not indicate any difference between the groups.
ISSN:0360-1315
1873-782X
DOI:10.1016/j.compedu.2009.12.001