‘I was quite surprised it worked so well’: Student and facilitator perspectives of synchronous online Problem Based Learning

ABSTRACT

Problem Based Learning (PBL) is widely used to educate tertiary health students, mainly because of the pedagogical benefits including promoting critical thinking, clinical reasoning and lifelong learning. However, delivering PBL can be challenging, particularly when students have demanding academic and clinical placement schedules. PBL online has the potential to allow students to participate remotely. In this study, a PBL case was designed and delivered using a synchronous online platform. A qualitative methodology was used to understand the participants’ experiences and perspectives. Focus group and survey data revealed that PBL online is a flexible and accessible alternative to face-to-face PBL. Aspects of the functionality offered by the platform assisted the PBL process, however internet connectivity impacted the trial and students reported difficulties with rapport building and limited depth of discussion. These difficulties were not perceived as detrimental by the facilitator, however additional effort and preparation was required compared to face-to-face PBL.

KEYWORDS:

• Problem-based learning
• online learning
• blended learning
• speech pathology
• occupational therapy

Acknowledgments

We wish to acknowledge La Trobe University in providing a Digital Learning Strategy Innovation Grant to support this research.

Disclosure statement

The authors report no conflicts of interest.

Additional information

Funding

This work was supported by La Trobe University [Digital Learning Strategy Innovation Grant].

Notes on contributors

Shane Erickson

Shane Erickson is a researcher and academic within the Discipline of Speech Pathology at La Trobe University in Melbourne, Australia. He has an interest in the scholarship of teaching and learning, particularly problem based learning and blended learning pedagogical approaches.

Cheryl Neilson

Cheryl Neilson is a researcher and academic within the Discipline of Occupational Therapy in the Latrobe Rural Health School, La Trobe University in Bendigo, Australia. She has an interest in scholarship of teaching and learning, as well as Knowledge Translation in the field of stroke rehabilitation.

Robyn O’Halloran

Robyn O’Halloran is a researcher and academic within the Discipline of Speech Pathology at La Trobe University in Melbourne, Australia. She has an interest in the application of qualitative research approaches in the field of speech pathology.

Christopher Bruce

Christopher Bruce is the Discipline lead for Occupational Therapy at La Trobe University in Melbourne, Australia. Chris integrates research into learning and teaching and is interested in growing scholarship in HDR students and developing internationalisation & global citizenship in higher education curriculum.

Emma McLaughlin

Emma McLaughlin is a speech pathologist and allied health clinical educator at Castlemaine Health in Victoria, Australia. Dr McLaughlin was a researcher and academic within the Discipline of Speech Pathology at La Trobe University in Melbourne, Australia when this research was completed.