Nagge Jeff J, Killeen Rosemary, Jennings Brad
School of Pharmacy, University of Waterloo, 10 Victoria St. S, Kitchener, ON, Canada N2G 1C5.
University of Guelph, Johnston Hall, Room 160, Guelph, ON, Canada N1G 2W1.
Curr Pharm Teach Learn. 2018 Feb;10(2):231-234. doi: 10.1016/j.cptl.2017.10.005. Epub 2017 Oct 18.
To assess whether the traditional problem-based learning (PBL) process can be replicated in an online environment, and to identify any barriers and facilitators to learning using a course pilot.
Eight alumni and one experienced tutor participated in a two-week simulated PBL course comprised of two three-hour synchronous online tutorials. Blackboard Collaborate software was used to permit audio and visual interaction. The PBL tutorials were recorded and observed by the researchers. Participants completed satisfaction surveys after the pilot, and were invited to take part in a focus group to debrief about their experience.
Once the steep learning curve with the technology was overcome, the quality of the PBL process was similar in the online course as it was in the face-to-face course. Several key factors for success were identified through analysis of the videotaped sessions, and interviews with the participants in the course pilot.
Conducting a course pilot study demonstrated that an online PBL course is feasible, and identified some considerations to facilitate success.
评估传统的基于问题的学习（PBL）过程能否在在线环境中复制，并通过课程试点确定学习的障碍和促进因素。
八名校友和一名经验丰富的导师参加了为期两周的模拟PBL课程，该课程由两个三小时的同步在线辅导课程组成。使用Blackboard Collaborate软件进行音频和视频互动。研究人员对PBL辅导课程进行了录制和观察。试点结束后，参与者完成了满意度调查，并被邀请参加焦点小组讨论他们的经历。
一旦克服了技术方面的陡峭学习曲线，在线课程中PBL过程的质量与面对面课程中的质量相似。通过对录像课程的分析以及对课程试点参与者的访谈，确定了几个成功的关键因素。
进行课程试点研究表明，在线PBL课程是可行的，并确定了一些有助于成功的注意事项。
