Learner Perspectives of Online Problem-Based Learning and Applications from Cognitive Load Theory. (July 2016)

• Record Type: Journal Article
• Authors: Chen, Ruth
• Other Names: Wiggins Sally guest-editor.; Chiriac Eva Hammar guest-editor.; Abbad Gunvor Larsson guest-editor.; Pauli Regina guest-editor.; Worrell Marcia guest-editor.
• Is Part Of: Psychology, learning & teaching. Volume 15:Number 2(2016)
• Page Start: 195
• Page End: 203
• Publication Date: 2016-07
• Subjects: Cognitive load -- online learning -- problem-based learning; Psychology -- Study and teaching (Higher) -- Great Britain -- Periodicals; 150.711
• DOI: 10.1177/1475725716645961
• Languages: English
• ISSNs: 1475-7257

Abstract

Problem-based learning (PBL) courses have historically been situated in physical classrooms involving in-person interactions. As online learning is embraced in higher education, programs that use PBL can integrate online platforms to support curriculum delivery and facilitate student engagement. This report describes student perspectives of the online PBL experience, interpreted through the lens of Cognitive Load Theory. Fifty-two undergraduate health professional students participated in this descriptive survey. The responses revealed that, overall, learners perceived the platform to be suitable for conducting online PBL, that distractions in the online environment were no greater than those experienced in physical classroom, and that online PBL was as effective as in-class PBL for learning. In online PBL, the technological capabilities and limitations of the online platform were identified by students as the key sources of hindrances and facilitators to learning. Suggestions for implementing online PBL using instructional principles from Cognitive Load Theory and multimedia learning are offered.