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ICT as a Catalyst in Problem-Based Learning Processes?: A Comparison of Online and Campus-Based PBL in Swedish Fire-Fighter Training

ICT as a Catalyst in Problem-Based Learning Processes?: A Comparison of Online and Campus-Based PBL in Swedish Fire-Fighter Training

Robert Holmgren
Copyright: © 2013 |Volume: 4 |Issue: 2 |Pages: 14
ISSN: 1947-8607|EISSN: 1947-878X|EISBN13: 9781466632776|DOI: 10.4018/javet.2013040101
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MLA

Holmgren, Robert. "ICT as a Catalyst in Problem-Based Learning Processes?: A Comparison of Online and Campus-Based PBL in Swedish Fire-Fighter Training." IJAVET vol.4, no.2 2013: pp.1-14. http://doi.org/10.4018/javet.2013040101

APA

Holmgren, R. (2013). ICT as a Catalyst in Problem-Based Learning Processes?: A Comparison of Online and Campus-Based PBL in Swedish Fire-Fighter Training. International Journal of Adult Vocational Education and Technology (IJAVET), 4(2), 1-14. http://doi.org/10.4018/javet.2013040101

Chicago

Holmgren, Robert. "ICT as a Catalyst in Problem-Based Learning Processes?: A Comparison of Online and Campus-Based PBL in Swedish Fire-Fighter Training," International Journal of Adult Vocational Education and Technology (IJAVET) 4, no.2: 1-14. http://doi.org/10.4018/javet.2013040101

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Abstract

This article focuses on the impact on learning processes when digital technologies are integrated into PBL (problem-based learning) oriented distance training. Based on socio-cultural perspectives on learning and a comparative distance-campus as well as a time-perspective, instructor and student roles, and learning activities were explored. Interviews with instructors and students were collected from the two study modes at the beginning and at the end of the training period. The results showed that online PBL, compared to campus-based PBL, evolved towards a more individual, real-life and literacy-oriented problem-solving process with supervising instructors and self-directed learning among students. The follow-up study in the latter part of the training showed that the extended technology integration resulted in both phases of dissemination and normalization. The development in online PBL affected both the course design and educational talks throughout the training. However, the prevailing teaching culture and educational deficiencies of new instructors contributed to a gradual normalization of the online PBL.

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