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Scenario development for problem-bas...

Weigand, Patricia A.

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Scenario development for problem-based learning: Learners as developers.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Scenario development for problem-based learning: Learners as developers./
Author:	Weigand, Patricia A.
Description:	141 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-03(E), Section: A.
Contained By:	Dissertation Abstracts International77-03A(E).
Subject:	Adult education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3727105
ISBN:	9781339120331

Scenario development for problem-based learning: Learners as developers.
Weigand, Patricia A.

Scenario development for problem-based learning: Learners as developers. - 141 p.

Source: Dissertation Abstracts International, Volume: 77-03(E), Section: A.

Thesis (Ph.D.)--Capella University, 2015.

Problem-based learning is a learner-centered instructional strategy that facilitates knowledge acquisition through the use of ill-structured problem scenarios that reflect real life problems. The most distinctive instructional element in problem-based learning is the problem-based scenario. Recent research has begun to focus on identifying and quantifying quality indicators of problem-based scenarios. Although the instructional designer has traditionally assumed responsibility as the problem scenario developer, the undertaking of this endeavor is daunting and often prohibitive, resulting in the selection of alternative instructional strategies. One untapped resource of problem scenario developers is the learner himself. This dissertation research explores the feasibility and utility of learners as problem-based scenario developers. Results of this research indicated that learners are a viable and competent resource of problem-based scenario developers. The data analysis indicated that there was no significant different in participant knowledge acquisition between the control group teams, who received an instructor-developed problem-based scenario, and the experimental group teams, who received a learner/participant developed problem-based scenario.

ISBN: 9781339120331Subjects--Topical Terms:

543202
Adult education.

Scenario development for problem-based learning: Learners as developers.
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245 1 0 $a Scenario development for problem-based learning: Learners as developers.
300 $a 141 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-03(E), Section: A.
500 $a Adviser: Kerry Burner.
502 $a Thesis (Ph.D.)--Capella University, 2015.
520 $a Problem-based learning is a learner-centered instructional strategy that facilitates knowledge acquisition through the use of ill-structured problem scenarios that reflect real life problems. The most distinctive instructional element in problem-based learning is the problem-based scenario. Recent research has begun to focus on identifying and quantifying quality indicators of problem-based scenarios. Although the instructional designer has traditionally assumed responsibility as the problem scenario developer, the undertaking of this endeavor is daunting and often prohibitive, resulting in the selection of alternative instructional strategies. One untapped resource of problem scenario developers is the learner himself. This dissertation research explores the feasibility and utility of learners as problem-based scenario developers. Results of this research indicated that learners are a viable and competent resource of problem-based scenario developers. The data analysis indicated that there was no significant different in participant knowledge acquisition between the control group teams, who received an instructor-developed problem-based scenario, and the experimental group teams, who received a learner/participant developed problem-based scenario.
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