Title :
Asynchronous distributed problem-based learning
Author :
King, Frederick B. ; Mayall, Hayley J.
Author_Institution :
Neag Sch. of Educ., Connecticut Univ., CT, USA
Abstract :
The paper explores the formative and summative results of a problem-based, asynchronously conducted, graduate-level, educational psychology course on learning theory. EPSY was a 13-week, three credit, graduate level, educational psychology course conducted asynchronously at a distance. Multiple tools, methods, and data collection points were used in assessing this course. Data collected was both quantitative and qualitative. As part of the evaluation of this course, qualitative data was collected from the participants at two separate intervals. Two open-ended surveys were filled out, one at the midpoint of the course, and the second at course completion. EPSY was conducted over the Internet using WebCT as the technological backbone of the course and WebBoard as the primary collaborative communications tool
Keywords :
Internet; distance learning; education; educational computing; educational courses; groupware; microcomputer applications; psychology; teaching; CSCL; EPSY; Internet; WebCT; asynchronous distributed problem-based learning; computer supported collaborative learning; data collection points; distance education; graduate-level educational psychology course; learning theory; online education; personal computers; qualitative data; Collaboration; Collaborative work; Computer networks; Context modeling; Educational institutions; Internet; Microcomputers; Productivity; Psychology; Testing;
Conference_Titel :
Advanced Learning Technologies, 2001. Proceedings. IEEE International Conference on
Conference_Location :
Madison, WI
Print_ISBN :
0-7695-1013-2
DOI :
10.1109/ICALT.2001.943887