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    Comparing changes in content knowledge between online Problem Based Learning and traditional instruction in undergraduate health professional students

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    DSP2013Gould.pdf (1.372Mb)
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    http://hdl.handle.net/11603/2064
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    • Towson University Graduate Theses and Dissertations
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    Author/Creator
    Gould, Kathleen A.
    Date
    2013-06-17
    2013-05
    Type of Work
    application/pdf
    x, 170 pages
    Text
    dissertations
    Department
    Towson University. Department of Educational Technology and Literacy
    Rights
    Copyright protected, all rights reserved.
    There are no restrictions on access to this document. An internet release form signed by the author to display this document online is on file with Towson University Special Collections and Archives.
    Abstract
    Problem Based Learning (PBL), a student centered instructional strategy, has been implemented in the education of health care professionals to bridge the gap between theoretical knowledge and practical application. PBL has also been proposed as an instructional method that provides for active and collaborative learning in the online environment. Current research is inconclusive regarding the effect of PBL on content knowledge change and critical thinking skills (Colliver, 2000; Worrell & Profetto-McGrath, 2007). Furthermore self-directed learning readiness (SDLR) and motivation have been identified as attributes that may affect student success in PBL and online learning environments. This study investigated changes in student content knowledge after participation in an online PBL module or traditional instruction in an undergraduate nutrition course. The study also examined the relationships between student SDLR and motivation and content knowledge change. The findings of this study indicated that online PBL was as effective as traditional instruction in promoting content knowledge change. Student attributes of SDLR and motivation did not affect the observed change in content knowledge. These outcomes demonstrate that online PBL is an effective alternative to traditional instruction in undergraduate health professional students. The majority of these students had high levels of SDLR and motivation indicating that they were prepared for this student centered instructional strategy.


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    Towson University
    8000 York Road
    Towson, Maryland 21252

    Website:
    www.towson.edu

    Contact Info:
    azukowski@towson.edu
    410-704-5318
    http://libraries.towson.edu/md-soar


    If you wish to submit a copyright complaint or withdrawal request, please email mdsoar-help@umd.edu.