Problem–based learning in an online comparative education graduate course

dc.creatorValenzuela González, Jaime R.
dc.creatorGallardo Córdova, Katherina E.
dc.date2015-09-18T13:51:56Z
dc.date2015-09-18T13:51:56Z
dc.date2003-01-01
dc.date2015-03-03
dc.date.accessioned2018-03-16T18:32:12Z
dc.date.available2018-03-16T18:32:12Z
dc.identifierhttp://catedra.ruv.itesm.mx/handle/987654321/866
dc.identifierhttp://hdl.handle.net/11285/578042
dc.identifier.urihttp://repositorioslatinoamericanos.uchile.cl/handle/2250/1214003
dc.description1. Introduction; 2. Institutional contextual framework; 3. The contextual framework of the course; 3.1 Course population; 3.2 Objectives and contents; 3.2 Learning activities; 3.3 Teaching team; 3.4 Technological platform; 3.5 Evaluation of students' learning; 4. Use of PBL in the online course; 5. Method for the study of peer interaction; 5.1 Sample; 5.2 Instruments; 5.3 Procedure; 6. Results and discussion; 6.1 Trends of thought: Levels of the posted messages in electronic forums; 6.2 Efficiency in the study of the problem: Focus on PBL within the general discussion; 6.3 Level of mastery of the PBL technique: Changes in the use of PBL throughout time; 6.4 Effectiveness of PBL: Contributions of students' collaborative learning; 6.5 Closing statement; 7. Author's note; 8. References
dc.format31 páginas
dc.formatSoftware
dc.languageeng
dc.relationRequiere contar con el software Adobe Acrobat Reader versión 3 o superior
dc.rightsOpen Access
dc.rightshttp://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectProblem based learning (PBL)
dc.subjectonline course
dc.subjectCiencias Sociales / Social Sciences
dc.titleProblem–based learning in an online comparative education graduate course
dc.typeTesis
dc.coverageThe study focuses on peer interaction, on the way in which PBL promoted this interaction, and on the degree to which all, in turn, promoted collaborative learning.


Este ítem pertenece a la siguiente institución