A case study of teaching presence in virtual problem-based learning groups.

Full Abstract

Interest in conducting problem-based learning (PBL) on-line has increased to meet student and physician schedules. Little research describes skills needed to facilitate PBL on-line. In this paper we studied teaching presence in asynchronous PBL groups. Two raters, with average inter-rater agreements of 0.80, used an existing code to measure teaching presence in 62 PBL case discussions facilitated by one instructor over five years. This instructor was selected because of consistently high teaching evaluations. Messages sent by the instructor in the on-line PBL discussion were coded into three categories:
instructional design and organization, facilitating discourse and direct instruction. Instructional design indicators were most frequent averaging 22.5 (SD = 5.6)/discussion. Facilitating discourse and direct instruction were comparable, 19.5(SD = 7.4) and 19.5 (SD = 6.7), respectively. Messages and indicators of teacher presence rose across time with a decline during subsequent PBL cases with the same group.

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Author information

Author/s: Kamin, Carol S (CS); O'Sullivan, Patricia (P); Deterding, Robin R (RR); Younger, Monica (M); Wade, Ted (T);

Affiliation: University of Colorado School of Medicine, Denver, CO, USA. Carol.Kamin(-atsign-)uchsc.edu

Journal and publication information

Publication Type: Journal Article

Journal: Medical teacher (Med Teach), published in England. (Language: eng)

Reference: 2006-Aug; vol 28 (issue 5) : pp 425-8

Dates: Created 2006/09/15; Completed 2006/10/17;

PMID: 16973454, status: MEDLINE (last retrieval date: 12/26/2008)

Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.

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