dc.contributor.author	Sterling, Sabrina J.	en_US
dc.coverage.spatial	Georgia	en_US
dc.coverage.temporal	2004	en_US
dc.date.accessioned	2009-09-04T16:40:17Z	en_US
dc.date.accessioned	2009-09-30T15:58:02Z	en_US
dc.date.accessioned	2011-03-02T17:29:06Z
dc.date.available	2009-09-04T16:40:17Z	en_US
dc.date.available	2009-09-30T15:58:02Z	en_US
dc.date.available	2011-03-02T17:29:06Z
dc.date.issued	2004-05	en_US
dc.identifier.uri	http://hdl.handle.net/10428/22	en_US
dc.description.abstract	This study was designed to measure the effects of a researcher-designed online problem based learning project (PBLP) on graduate student individual and cooperative group achievement. The article provides a rich description of the students' experiences during the instructional process including quality, quantity, pedagogical issues, and group dynamic issues. It also chronicles the discoveries of a first time online PBL course designer. Students reported an overall positive experience despite a somewhat rocky start. As with traditional PBLP, the students needed assistance during the initial stages. However, once they had a grasp of the assignments, participants found their peers and the course materials, not the instructor, as the primary source of support. Course materials were designed with a variety of multimedia tools and resources. Student feedback provided definitive ways to improve online PBL course design.	en_US
dc.language.iso	en_US	en_US
dc.subject	Problem-based learning	en_US
dc.subject	Group dynamic issues	en_US
dc.subject	Student feedback	en_US
dc.title	Online Problem-based Learning An Action Research Study	en_US
dc.type	Thesis	en_US
dc.contributor.department	Curriculum and Instructional Technology	en_US
dc.description.advisor	Zahner, Jane	en_US
dc.description.committee	Brovey, Andrew J.	en_US
dc.description.committee	Mozzetta, Daniel	en_US
dc.description.degree	Ed.S.	en_US
dc.description.major	Instructional Technology	en_US