Student Experiences of Online Problem-Based Learning in an Interdisciplinary Dietetic and Engineering Environment
Bibliographic Data
| ID | 21634524 |
|---|---|
| Authors | Michael C Johnson (0000-0003-2910-4551, University of Limerick, corresponding author), Anne Griffin (0000-0002-1581-2998, University of Limerick) |
| Year | 2024 |
| Volume | 47 |
| Issue | 3 |
| Pages | 424-442 |
| Publication date | 2024-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Experiential Education (JOURNAL) |
| Journal identifiers | ISSN: 1053-8259 • E-ISSN: 2169-009X |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/10538259231193100 |
| OpenAlex | W4385702012 |
| Language | EN |
| Citations received | 1 |
| References cited | 54 |
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
Researching the community of inquiry framework
How to use and assess qualitative research methods
Integrating augmented reality into problem based learning
Qualitative evaluation and research methods
Problem-Based Learning
Interdisciplinary engineering education
Online and Remote Learning in Higher Education Institutes
Content analysis and thematic analysis
The Effects of Using Socio-Scientific Issues and Technology in Problem-Based Learning
Principles of Problem-Based Learning (PBL) in STEM Education
Using personalized learning as an instructional approach to motivate learners in online higher education
Preparedness of health professions students for interprofessional collaboration
University students’ online learning attitudes and continuous intention to undertake online courses
Face‐to‐face, blended, flipped, or online learning environment? Impact on learning performance and student cognitions
Interdisciplinary Project-Based Learning
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |