Student Experiences of Online Problem-Based Learning in an Interdisciplinary Dietetic and Engineering Environment

Dados Bibliográficos

ID21634524
AutoresMichael C Johnson (0000-0003-2910-4551, University of Limerick, autor correspondente), Anne Griffin (0000-0002-1581-2998, University of Limerick)
Ano2024
Volume47
Fascículo3
Páginas424-442
Data de publicação2024-09-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoJournal of Experiential Education (JOURNAL)
Identificadores do periódicoISSN: 1053-8259 • E-ISSN: 2169-009X
EditoraSAGE Publications (PUBLISHER • US)
DOI10.1177/10538259231193100
OpenAlexW4385702012
IdiomaEN
Citações recebidas1
Referências citadas54

Background: During the COVID-19 pandemic, restricted access to in-person facilities and traditional experiential learning activities meant that new, online solutions were needed to facilitate student learning/development across the disciplines of Allied Health and Engineering. Purpose: This article describes research conducted as part of an interdisciplinary Dietetic/Electronic Engineering project to evaluate student experiences of online problem-based learning (PBL) activities in addressing this necessity. Methodology/Approach: The authors implemented a specific, health technology-based assignment using an online PBL approach to evaluate and develop the effectiveness of this approach for students’ experiential learning. Surveys and observations were used to evaluate the project effectiveness. Findings/Conclusions: Participating students reported on their experiences of working in interdisciplinary teams, focusing on aspects such as knowledge gained, collaboration, perspective, facilitation and experiential learning. Students identified enhanced learning and research skills as some key benefits. Drawbacks identified included difficulties associated with the online environment, such as synchronisation and remoteness. Implications: The use of interdisciplinary assignments highlights the many advantages/benefits which experiential pedagogies have in supporting students to integrate and apply their knowledge to a real-world problem space. The ability to connect student engagement and motivation to the development of critical thinking skills appears to enhance problem-solving in the student work

Experiential education · Experiential learning · Knowledge management · Medical education · Pedagogy · Problem-based learning · Computer Science · Education and Critical Thinking Development · Medicine · Problem and Project Based Learning · Psychology · Service-Learning and Community Engagement · Artificial Intelligence