Problem-based learning: a case study in providing e-health education using the Internet

The current trend among many universities is to increase the number of courses available online. However, there are fundamental problems in transferring traditional education courses to virtual formats. Delivering current curricula in an online format does not assist in overcoming the negative effects on student motivation which are inherent in providing information passively. Using problem-based learning (PBL) online is a method by which computers can become a tool to encourage active learning among students. The delivery of curricula via goal-based scenarios allows students to learn at different rates and can successfully shift online learning from memorization to discovery. This paper reports on a Web-based e-health course that has been delivered via PBL for the past 12 months. Thirty distance-learning students undertook postgraduate courses in e-health delivered via the Internet (asynchronous communication). Data collected via online student surveys indicated that the PBL format was both flexible and interesting. PBL has the potential to increase the quality of the educational experience of students in online environments

Teacher education and professional development for technology integrated teaching

This entry describes the characteristics of professional development programs (PD) to enhance teacher educators’ (teachers of pre-service teachers) knowledge of technology-integrated teaching which subsequently facilitates their effective use of technology in the teaching in initial teacher education institutions. There are challenges with using technology in teaching, but relevant PD can help teacher educators to overcome these challenges for the effective use of technology in teaching. The description is drawn upon data from an intervention study involving designing and handling PD to assist mathematics teacher educators in integrating technology in their teaching and illustrating the characteristics of effective PD for teacher educators in tertiary settings. The entry is organized in five sections. It begins with a description of the importance of technology in higher education followed by an illustration of teacher education that highlights the challenges for technology-integrated teaching. The third section illustrates the characteristics of effective PD for technology integrated teaching in initial teacher educations. The fourth section suggested the characteristics of effective PD programs for teacher educators and implications for preparing pre-service teachers. The conclusion summarizes the findings presented in this entry. Some of the study papers referred to concerned PD programs for school teachers that were included because of their relevance to teacher educators at initial teacher education institutions. The following section highlights the importance of technology in higher education