Enhancing problem-based learning designs with a single e-learning scaffolding tool: Two case studies using challenge FRAP |
| |
Authors: | Terry M Stewart William R MacIntyre Victor J Galea Caroline H Steel |
| |
Institution: | 1. Massey University , Palmerston North, New Zealand T.Stewart@massey.ac.nz;3. Massey University , Palmerston North, New Zealand;4. University of Queensland , Gatton, Australia;5. University of Queensland , St Lucia, Australia |
| |
Abstract: | Problem-based learning (PBL) is a powerful instructional approach. By working through assessable complex problem-solving tasks learners can be encouraged to actively engage in investigation and inquiry and to use high level cognitive thought processes to solve real-life problems in professional contexts. A critical element of a successful PBL design is the inclusion of instructional support, such as scaffolding, to guide and assist the learner through the reasoning process that is crucial to successful problem-solving. The e-learning tool ‘Challenge FRAP’ (Form for the Recording of the Analysis of Problems) is client-based public domain authoring software which facilitates the use of scaffolding, the provision of progressive feedback and can promote student reflection at key decision-making points. This paper illustrates the benefits of such an e-learning scaffolding tool through two PBL case studies; one group-based PBL task in science and technology and one self-directed PBL task in plant pathology. |
| |
Keywords: | |
|
|