The Effectiveness of the Distance PBL (Problem Based
Learning)
(Antonius Tanan)
Ciputra Entrepreneurship Foundation in
Indonesia has been promoting entrepreneurship education for the last 6 years
and is currently investigating the possibility to educate people by long
distance. The objective of the training is a new venture
creation. We train people to be entrepreneurs and not just to know about
entrepreneurship. One
of our main learning methods is Problem Based
Learning (PBL) and this paper wants to seek the effectiveness of the PBL in
on-line environment and then compare the Distance PBL with the theory of
Transactional Distance. In my opinion the practice of PBL in my entrepreneurship training shows
similarities with the practice in the Distance Education. Both practices demand
a more comprehensive and complex preparation before the course, is student centered, by group learning, where
teachers are facilitators, and communication between tachers and
learners is important, and
problems to stimulate learning and problem solving skills and the presence of
self-directed learning. Five research papers will be analyzed on the practice of
Distance PBL.
Sulaiman (2011) wrote a paper report on
the suitability of implementing PBL online in a physics course based on
students' perceptions in Malaysia. The research involved 50 students from the
School of Science and Technology and from the School of Education and Social
Development (pre-service science teachers). The result showed that students had
positive responses to the objective of the learning activities.
Strømsø,
Grøttum and Lycke (2007) from
the Institute for Educational Research, University of Oslo compared activities
in digital and F2F (Face To Face) PBL regarding the content of the
communication, turn-taking processes and the emergence of learning issues. The
results indicated that the use of synchronous communication in Distance PBL
might cause restrictions on student communication, especially in elaborating
and specifying learning issues.
Jia-Yuh Chen, Meng-Chih Lee, Hong-Shan
Lee, Yeou-Chih Wang, Long-Yau Lin, Jen-Hung Yang, (2006) from the Chung Shan
Medical University, Taiwan did an Online Evaluation of Problem-based Learning
(PBL) as a Pilot Study. The online evaluations were mandatory to both students
and tutors, and the information was completely anonymous. The survey response
rates of the online evaluations ranged from 95.6% to 100%. In summary, at the
end of the survey, it showed the online evaluation system for PBL curriculum was
valid and reliable.
Lyn Brodie (2006) a Faculty of
Engineering and Surveying, University of Southern Queensland wrote a paper of
Problem Based Learning in the Online Environment. The paper investigated the literature
regarding PBL in the online setting. It demonstrates that by appropriate
application of both technology and sound teaching, PBL can be successfully used
to deliver the required educational outcomes whilst taking advantage of a
diverse student profile.
César Correa Arias
(2011), from Department of Human Resources Studies, University of Guadalajara, Guadalajara,
Mexico wrote a paper of “Autonomous
learning as a supporter of curricular experiences - The significance of PBL in
on line education”. He did
a research with a focus on the possibilities and restrictions of autonomous
learning in on line education. He
related autonomous learning in the context of PBL and he concluded autonomous
practices can be survived and promoted in a very schematic educational system
of on line education.
The four papers offered positive conclusions on the
application of PBL in distance and one paper has concerns on the communication quality difference
between Distance PLB an Face to Face PLB but al support the
idea.
Moore (2205) stated that “Transactional Distance is the gap of
understanding and communication between the teachers and learners caused by
geographic distance that must be bridged
through distintive procedures in instructional design and the facilitation of
interaction”. There are four key words: transaction, dialogue, course
structure and learner autonomy. The
practice of Distance PBL showed that teachers also created and managed
transaction, dialogue, course structure and learner autonomy as well and these
led me to a new question: Can we teach
entrepreneurship in a distance in Indonesia by applying Transactional Distance
Theory? There is no practice of distance entrepreneurship training in
Indonesia currently, therefore to answer the question I have to create a pilot
project, a group of 25-30 people (it is a common numbers of people in a face to
face entrepreneurship training). I have to develop objectives, design the
course and create measurements for the evaluation.
References
Brodie,L.(2006). Problem Based Learning In The Online Environment – Successfully Using Student Diversity and e-Education. Retrieved from http://eprints.usq.edu.au/2250/1/Brodie_IR7_PV.pdf
César Correa Arias, C.C.(2011). Autonomous learning as a supporter of curricular experiences.
The significance of PBL in on line education. Retrieved from
Jia-Yuh Chen,
Meng-Chih Lee, Hong-Shan Lee, Yeou-Chih Wang, Long-Yau Lin, Jen-Hung Yang,1MD. (2006). An Online Evaluation of
Problem-based Learning (PBL) in Chung Shan Medical University, Taiwan – A Pilot
Study. Retrieved from
Kenny,R. (2006). Using
Problem-based Learning in Online Courses: A New Hope?.
Chapter for Bullen,
M. & Janes (Eds.).2006). Making the Transition to E-Learning:
Strategies and Issues. Retrieved from http://auspace.athabascau.ca:8080/dspace/bitstream/2149/386/1/Kenny%20-%20Using%20PBL%20Online.pdf
Moore, M.G. and G. Kearsley, (2005). Distance Education:
A Systems View. Second Edition, Wadsworth Publishing Co, 136, 141
Savin-Baden,M.(2007). A Practical Guide to Problem-Based
Learning Online
Strømsø,H.I, Grøttum,P.
Lycke,K.H.(2007). Content
and processes in problem-based
learning: a comparison of
computer-mediated and face-to-face communication. Retrieved from http://elearn.jku.at/wiki/images/4/45/StGrLy.pdf
Sulaiman, F.(2011). Students' Perceptions on the
Suitability of Implementing an
Online Problem-Based Learning in a Physics
Course. Retrieved from
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