Project-based learning in a WebCT environment

R A Lewis
Physics Program, University of Wollongong
and
B Ferry
Faculty of Education, University of Wollongong

Abstract

Problem based learning (PBL) is a curriculum development and instructional strategy designed to challenge students, encouraging and motivating students to 'learn to learn'. It is characterised by instruction which involves students working in small groups to solve 'real world' problems and in the process develop skills of negotiation, communication, and collaboration (Boud & Faletti, 1991). Over the last twenty years PBL has been adopted in higher education contexts in Australia, Europe, Canada and the USA.

The Engineering Faculty at Wollongong has introduced PBL into Civil Engineering, Mechanical Engineering and Physics, and the Education Faculty has introduced PBL into the first and second years of the Primary Education Degree (Kiggins & Ferry, 1999). Our previous experience showed that there was a need to structure class time and the web-based support so that they sustained the PBL process (Ferry, Hoban & Lockyer, 1999).

We have targeted students enrolled in subjects that are based on PBL in the First Year of Primary Teacher Education, Mechanical Engineering, Civil Engineering, and Physics areas to benefit from a flexibly-delivered web-based program. We are developing a generic WebCT environment that can be used to support PBL in a variety of subjects. Such an environment contains the usual subject management tools offered by WebCT such as a bulletin board, email, calendar, class list, etc. as well as links to an on-line support site for the PBL process. Other features of the site are a group problem-solving space - only accessible to each problem-solving group and the lecturers; a class discussion space - available to all members of the class and the lecturers; a problem solution space - available to all members of the class and the lecturers. Each group posts their solution to a problem. Provision is made for comments by the lecturers and by other groups. We will describe the implementation of this innovation for a first year physics class of non-calculus life science majors.

Boud, D. & Faletti, G. (1991). (Eds). The Challenge of Problem-based Learning. London: Kogan.
Ferry, B., Hoban, G. & Lockyer, L. (1999). The use of computer-mediated communication to support the formation of a knowledge-building community in initial teacher education. In Proceedings from ASCILITE Conference, QUT, Brisbane December, 1999.
Kiggins, J. & Ferry, B. (1999). Towards authentic context-based learning in teacher education: The Knowledge Building Community Project. In Proceedings from HERDSA Annual Conference, University of Melbourne, July, 1999.

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