Students' experience of problem-based learning in virtual space

References

• Abrandt Dahlgren, M., Hult, H., Dahlgren, L.O., Hard af Segerstad, H., & Johansson, K. (2006). From senior student to novice worker: Learning trajectories in political science, psychology and mechanical engineering. Studies in Higher Education, 31(5), 569–586. doi: 10.1080/03075070600923400
   Web of Science ®Google Scholar
• Akerlind, G.S. (2002, November). Principles and practice in phenomenographic research. Paper presented at the International Symposium on Current Issues in Phenomenography, Canberra, Australia.
   Google Scholar
• Ally, M. (2004). Foundations of educational theory for online learning. In T. Anderson & F. Elloumi (Eds.), Theory and practice of online learning (pp. 3–31). Athabasca, Canada: Athabasca University.
   Google Scholar
• Alocilja, E.C. (2007). A case study on problem-based learning in a bio-resource optimization course. International Journal of Engineering Education, 23(4), 710–715.
   Web of Science ®Google Scholar
• Anderson, T. (2004). Teaching in an online learning context. In T. Anderson & F. Elloumi (Eds.), Theory and practice of online learning (pp. 273–294). Athabasca, Canada: Athabasca University.
   Google Scholar
• Barnard, A., & Gerber, R. (1999). Understanding technology in contemporary surgical nursing: A phenomenographic examination. Nursing Inquiry, 6(3), 157–166. doi: 10.1046/j.1440-1800.1999.00031.x
   PubMedGoogle Scholar
• Biggs, J. (1999). Teaching for quality learning at university (1st ed.). Buckingham: Society for Research into Higher Education and Open University Press.
   Google Scholar
• Bowden, J.A., & Green, P. (Eds.). (2005). Doing developmental phenomenography. Melbourne: RMIT University Press.
   Google Scholar
• Caplan, D. (2004). The development of online courses. In T. Anderson & F. Elloumi (Eds.), Theory and practice of online learning (pp. 175–194). Athabasca, Canada: Athabasca University.
   Google Scholar
• Cherry, N. (2005). Phenomenography as seen by an action researcher. In J. Bowden & P. Green (Eds.), Doing developmental phenomenography (pp. 56–62). Melbourne: RMIT University Press.
   Google Scholar
• Dillenbourg, P. (Ed.). (1999). Collaborative learning: Cognitive and computational approaches. New York: Pergamon.
   Google Scholar
• Foster, G. (1994). Fishing with the net for research data. British Journal of Educational Technology, 25(2), 91–97. doi: 10.1111/j.1467-8535.1994.tb00094.x
   Web of Science ®Google Scholar
• Gabb, R., Vale, C.M., & Krishnan, S. (2006, December 10–13). A study of problem based learning in first-year electrical engineering: Student learning approaches and outcomes. Paper presented at the 17th Annual Conference of the Australasian Association for Engineering Education, Auckland, New Zealand.
   Google Scholar
• Gibbings, P.D. (2008). Experience of problem-based learning (PBL) in virtual space: A phenomenographical study. Doctor of Education, Queensland University of Technology, Brisbane.
   Google Scholar
• Gibbings, P.D., & Brodie, L.M. (2006, July 24–26). Skills audit and competency assessment for engineering problem solving courses. Paper presented at the International Conference on Engineering Education, Liverpool, England.
   Google Scholar
• Gibbings, P.D., & Brodie, L.M. (2008a). Assessment strategy for an engineering problem solving course. International Journal of Engineering Education, 24(1), 153–161.
   Web of Science ®Google Scholar
• Gibbings, P.D., & Brodie, L.M. (2008b). Team-based learning communities in virtual space. International Journal of Engineering Education, 24(6), 1119–1129.
   Web of Science ®Google Scholar
• Gibbings, P.D., & Brodie, L.M. (2012). The importance of focal awareness to learning in virtual communities. In H. Li (Ed.), Virtual community participation and motivation: Cross-disciplinary theories (pp. 177–191). Hershey, PA: Information Science Reference (an imprint of IGI Global).
   Google Scholar
• Gibbings, P.D., Bruce, C., & Lidstone, J. (2009). Problem-based learning (PBL) in virtual space: Developing experiences for professional development. Saarbrucken, Germany: VDM Verlag Dr Muller Aktiengesellschaft & Co KG.
   Google Scholar
• Gibbings, P.D., Lidstone, J., & Bruce, C. (2010). How do student attributes influence the way students experience PBL in virtual space? Australasian Journal of Engineering Education, 16(1), 69–80.
   Google Scholar
• Hughes, J.A. (2004). Supporting the online learner. In T. Anderson & F. Elloumi (Eds.), Theory and practice of online learning (pp. 367–384). Athabasca, Canada: Athabasca University.
   Google Scholar
• Kvale, S. (1995). The social construction of validity. Qualitative Inquiry, 1(1), 19–40. doi: 10.1177/107780049500100103
   Google Scholar
• Lin, H.-M. (2011). A phenomenographic approach for exploring conceptions of learning marketing among undergraduate students. Business and Economic Research, 1(1), 1–12. doi: 10.5296/ber.v1i1.829
   Google Scholar
• Lindsay, E., Naidu, S., & Good, M. (2007). A different kind of difference: Theoretical implications of using technology to overcome separation in remote laboratories. International Journal of Engineering Education, 23(4), 772–779.
   Web of Science ®Google Scholar
• Long, J.M., Stannard, W.B., Chenery, K., & Joordens, M A. (2012, December 3–5). Physics practicals for distance education in an undergraduate engineering course. Paper presented at the 23rd Annual Conference for the Australasian Association for Engineering Education, Victoria, Melbourne.
   Google Scholar
• Marton, F. (1981). Phenomography: Describing conceptions of the world around us. Instructional Science, 10(2), 177–200. doi: 10.1007/BF00132516
   Web of Science ®Google Scholar
• Marton, F. (1984). Phenomenography – a research approach to investigating different understandings of reality. Journal of Thought, 21(3), 28–49.
   Google Scholar
• Marton, F., & Booth, S. (1997). Learning and awareness. Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Marton, F., Dall'Alba, G., & Beaty, E. (1993). Conceptions of learning. International Journal of Educational Research, 19(3), 277–300.
   Google Scholar
• Marton, F., & Pang, M.-F. (1999, August 24–28). Two faces of variation. Paper presented at the 8th European Conference for Learning and Instruction, Goteborg University, Goteborg, Sweden.
   Google Scholar
• Pang, M.-F. (2002, November). Two faces of variation: On continuity in the phenomenographic movement. Paper presented at the International Symposium on Current Issues in Phenomenography, Canberra, Australia.
   Google Scholar
• Polanco, R., Calderón, P., & Delgado, F. (2004). Effects of a problem-based learning program on engineering students’ academic achievements in a Mexican university. Innovations in Education and Teaching International, 41(2), 145–155. doi: 10.1080/1470329042000208675
   Web of Science ®Google Scholar
• Prosser, M., & Trigwell, K. (1999). Understanding learning and teaching: The experience in higher education. Buckingham: Open University Press.
   Google Scholar
• Ramsden, P. (2003). Learning to teach in higher education (2nd ed.). London: Routledge Falmer.
   Google Scholar
• Resnick, L.B. (1991). Shared cognitions: Thinking as social practice. In L.B. Resnick, J.M. Levine, & S.D. Teasley (Eds.), Perspectives on socially shared cognition (pp. 1–20). Washington, DC: American Psychological Association.
   Google Scholar
• Reushle, S.E. (2005). Inquiry into a transformative approach to professional development for online educators. Doctoral, University of Southern Queensland, Toowoomba, Australia.
   Google Scholar
• Reushle, S.E. (2006, October 13–17). A framework for designing higher education e-learning environments. Paper presented at the World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education, Honolulu, Hawaii.
   Google Scholar
• Ribeiro, L.R.d.C., & Mizukami, M.d.G.N. (2005). Student assessment of a problem-based learning experiment in civil engineering education. Journal of Professional Issues in Engineering Education and Practice, 131(1), 13–18. doi: 10.1061/(ASCE)1052-3928(2005)131:1(13)
   Web of Science ®Google Scholar
• Roschelle, J., & Teasley, S. (1995). The construction of shared knowledge in collaborative problem solving. In C. O'Malley (Ed.), Computer supported collaborative learning (pp. 69–97). Berlin: Springer-Verlag.
   Google Scholar
• Rowlands, W. (2012, December 3–5). On-line learning systems in introductory physics: How do students use them and why? Paper presented at the 23rd Annual Conference for the Australasian Association for Engineering Education, Victoria, Melbourne.
   Google Scholar
• Ryberg, T., Koottatep, S., Pengchai, P., & Dirckinck-Holmfeld, L. (2006). Conditions for productive learning in networked learning environments: A case study from the VO@NET project. Studies in Continuing Education, 28(2), 151–170. doi: 10.1080/01580370600751138
   Google Scholar
• Salmon, G. (Ed.). (1993). Distributed cognitions: Psychological and educational considerations. Cambridge: Cambridge University Press.
   Google Scholar
• Savin-Baden, M. (2004). Understanding the impact of assessment on students in problem-based learning. Innovations in Education and Teaching International, 41(2), 221–233. doi: 10.1080/1470329042000208729
   Web of Science ®Google Scholar
• Weiss, R.E. (2000). Humanizing the online classroom. New Directions for Teaching & Learning, 2000(84), 47–51. doi: 10.1002/tl.847
   Google Scholar