Problem-based learning in action: The development of The Virtual Health and Wellness Centre

Nursing education in Australia has undergone significant change over the past 30 years. Most notably, the transfer from a traditional apprenticeship model to that of a professional degree based course in the tertiary sector. Contemporary healthcare institutions demand graduates who are ‘work ready’ and able to ‘hit the ward running’. The demographics of the Australian population indicate that groups of culturally diverse individuals are seeking healthcare along with an ageing population of Australians who have unique needs. The growing demand for more highly trained, work ready nurses has landed squarely on the shoulders of universities providing comprehensive nursing education. The problem now for nurse educators is to facilitate teaching and learning strategies that will engage the student nurse in processes that promote critical thinking and problem solving in the work place. While various models and curricula are in use across Australia in pre-registration nursing education, there is growing evidence to suggest that Problem-Based Learning (PBL) is perhaps the most suited to producing professionals who are able to problem solve and address the multiple demands of an ever changing environment. The introduction of a PBL curriculum will meet this demand. Here at Edith Cowan University, the School of Nursing Midwifery and Postgraduate Medicine has undertaken a pilot project introducing a web based resource to align with the introduction of a hybrid PBL curricula. Undergraduate nursing students undertaking the Bachelor of Science (Nursing) were given the opportunity to meet a paediatric patient in the Virtual Health and Wellness Centre. This virtual site enables nursing students to explore case study in various nursing areas such as paediatrics, critical care, medical/surgical and aged care. Students progress through a scenario which incorporates theory relating to anatomy and physiology, pathophysiology, pharmacology, psychosocial issues, research, professional issues and relevant nursing skills. Each scenario is formulated around a set of learning outcomes, which are evaluated by the student at the completion of the case study. During practical laboratory sessions students are able to contextualise their learning and seek informal peer feedback. The development of these case scenarios are context rich and built around the central aim of engaging students in self-directed learning. This discovery learning leads to higher comprehension and transferability of knowledge. Students will be able to practice the skills and theory in practical laboratory sessions which adds a functional dimension to the online material making the meanings derived from the combination of theory and practice more profound and ‘real world’. Gibbon (2005) states that “in PBL we take a collection of information, pertinent to the problem. We learn a little about each and synthesise it to solve the problem, like a jigsaw” (p. 6

Problem-Based Learning in Action: The Development of the Virtual Health and Wellness Centre

Nursing education in Australia has undergone significant change over the past 30 years. Most notably, the transfer from a traditional apprenticeship model to that of a professional degree based course in the tertiary sector. Contemporary healthcare institutions demand graduates who are ‘work ready’ and able to ‘hit the ward running’. The demographics of the Australian population indicate that groups of culturally diverse individuals are seeking healthcare along with an ageing population of Australians who have unique needs. The growing demand for more highly trained, work ready nurses has landed squarely on the shoulders of universities providing comprehensive nursing education. The problem now for nurse educators is to facilitate teaching and learning strategies that will engage the student nurse in processes that promote critical thinking and problem solving in the work place. While various models and curricula are in use across Australia in pre-registration nursing education, there is growing evidence to suggest that Problem-Based Learning (PBL) is perhaps the most suited to producing professionals who are able to problem solve and address the multiple demands of an ever changing environment. The introduction of a PBL curriculum will meet this demand. Here at Edith Cowan University, the School of Nursing Midwifery and Postgraduate Medicine has undertaken a pilot project introducing a web based resource to align with the introduction of a hybrid PBL curricula. Undergraduate nursing students undertaking the Bachelor of Science (Nursing) were given the opportunity to meet a paediatric patient in the Virtual Health and Wellness Centre. This virtual site enables nursing students to explore case study in various nursing areas such as paediatrics, critical care, medical/surgical and aged care. Students progress through a scenario which incorporates theory relating to anatomy and physiology, pathophysiology, pharmacology, psychosocial issues, research, professional issues and relevant nursing skills. Each scenario is formulated around a set of learning outcomes, which are evaluated by the student at the completion of the case study. During practical laboratory sessions students are able to contextualise their learning and seek informal peer feedback. The development of these case scenarios are context rich and built around the central aim of engaging students in self-directed learning. This discovery learning leads to higher comprehension and transferability of knowledge. Students will be able to practice the skills and theory in practical laboratory sessions which adds a functional dimension to the online material making the meanings derived from the combination of theory and practice more profound and ‘real world’. Gibbon (2005) states that “in PBL we take a collection of information, pertinent to the problem. We learn a little about each and synthesise it to solve the problem, like a jigsaw” (p. 6

Learning from Physics Education Research: Lessons for Economics Education

We believe that economists have much to learn from educational research practices and related pedagogical innovations in other disciplines, in particular physics education. In this paper we identify three key features of physics education research that distinguish it from economics education research - (1) the intentional grounding of physics education research in learning science principles, (2) a shared conceptual research framework focused on how students learn physics concepts, and (3) a cumulative process of knowledge-building in the discipline - and describe their influence on new teaching pedagogies, instructional activities, and curricular design in physics education. In addition, we highlight four specific examples of successful pedagogical innovations drawn from physics education - context-rich problems, concept tests, just-in-time teaching, and interactive lecture demonstrations - and illustrate how these practices can be adapted for economic education.Comment: 19 pages, 3 figures, submitted to Journal of Economic Education, also available from Social Science Research Network <http://ssrn.com/abstract=1151430

Scripts and scaffolds In Problem-based computer supported collaborative learning environments: fostering participation and transfer

This study investigates collaborative learning of small groups via text-based com-puter-mediated communication. We analyzed how two approaches to pre-structure communication influence participation, individual knowledge transfer, the conver-gence of participation and the convergence of knowledge among learning partners. We varied the factor "scripted cooperation" and the factor "scaffolding" in a 2x2-design. 105 university students of Pedagogy participated. Results show that scrip-ted cooperation was most and scaffolding least beneficial to individual transfer, knowledge convergence and participation in comparison to open discourseDiese Studie befasst sich mit kooperativem Lernen in Kleingruppen über text-basierte computervermittelte Kommunikation. Es wurden zwei Ansätze der Vor-strukturierung von computervermittelter Kommunikation und ihre Auswirkungen auf Partizipation, individuellen Wissenstransfer, die Konvergenz der Partizipation und die Wissenskonvergenz innerhalb einer Lerngruppe untersucht. Dabei wurden die Faktoren "Kooperationsskript" und "Scaffolding" in einem 2x2-Design variiert. 105 Studierende der Pädagogik nahmen teil. Die Ergebnisse zeigen, dass sich das Ko-operationsskript am günstigsten und das Scaffolding am wenigsten günstig auf individuellen Wissenstransfer, Wissenskonvergenz und Partizipation im Vergleich zu einer Kontrollgruppe des 'Offenen Diskurses' ausgewirkt ha

Blended learning for project management

Students studying at postgraduate level should engage in learning on higher cognitive levels such as evaluation and creation. The notion of effective learning at this level is characterised by the student’s ability to use acquired knowledge and principles to solve complex problems. Learning theories advocate maximising student engagement with the learning resources in order to facilitate such effective learning. This can be achieved by addressing the following factors in curriculum design: accessibility, variety, formative assessment and the development of learning communities. This paper presents work done on a postgraduate level Project Management course to maximise the factors mentioned above, for example, with the introduction of automatically marked quizzes and the re-structuring of the course content. The content and delivery of the course was changed from weekly lectures and tutorial sessions (old system) to a web-based blended learning system (new system). Evaluation of the old and new systems was undertaken using questionnaires. The student evaluation suggests that the new system led to more effective learning. It is suggested that effective learning can be facilitated by a blended learning system

Community College Online

In this report we find that the majority of Americans enrolling in higher education today do not match the mainstream image of recent high school graduates leaving home for the first time to settle into dorm life at a residential university campus. In 2012, only 12 percent of college students lived on campus. In fact, over four in ten college students in this country attend community colleges. In the fall of 2012, the public two-year sector enrolled 6.8 million undergraduates at over 1,000 institutions nationwide, more than any other higher education sector.This report indicates that often overlooked in conversations about college that tend to focus on elite, residential, four-year schools, community colleges occupy a critical space in higher education. Community college students not only make up a greater proportion of the college-going population than typically recognized, but they differ markedly in their demographic composition compared to the public four-year and private nonprofit sectors of higher education. Community college students are more likely to be older, commute to school, and care for dependents. They are also much more likely to attend part time and need remediation. In terms of racial and socioeconomic demographics, community college students are more diverse and lower-income than their four-year counterparts