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dc.contributor.advisorHung, Wei-Chenen_US
dc.contributor.authorOldenburg, Nancy L.en_US
dc.date.accessioned2021-07-20T16:00:10Z
dc.date.available2021-07-20T16:00:10Z
dc.date.issued2008
dc.identifier.urihttps://commons.lib.niu.edu/handle/10843/23576
dc.descriptionIncludes bibliographical references (pages [149]-159).en_US
dc.description.abstractPractitioners in nearly every field encounter complex, ill-structured problems in their professional activities. Educational technologists and educators are charged with facilitating the development of problem-solving skills, yet strategies to accomplish that objective are challenging to identify. These skills are particularly necessary in nursing education, where a rapidly changing healthcare environment mandates that students have the ability to determine their learning needs and seek out resources to meet those needs. As a model of constructivism, problem-based learning (PBL) has been promoted as a means of helping students to gain problem-solving skills. However, more needs to be learned about the strategies actually used by learners in a PBL group. This study was based on the frameworks of PBL and the community of inquiry model. The purpose was to explore the problem-solving experiences of a group of six nursing students in an online PBL course. Data, including online discussion transcripts, reflective papers, and interview transcripts, were analyzed using a qualitative approach of open coding and category formation. This study provides insights into what takes place in a PBL group. Four major themes emerged: problem-solving strategies, providing and receiving feedback, the development of social presence, and student perceptions of the experience. Students successfully resolved the PBL cases, showing evidence of all four phases of problem solving (i.e., recognition, information gathering, construction of meaning, and resolution). The majority of their online interactions were related to information gathering; however, there were signs of the construction of meaning. There was little critical debate or the consideration of multiple perspectives; instead, these students were focused on consensus. Signs of social presence were evident during the first case, and full achievement of social presence was noted by the end of the semester. Student perspectives about PBL and their experiences were positive. Implications for practice were presented. Cognitive presence, teaching presence, and social presence must be considered in the design and development of course offerings that promote problem solving. Ways to assist students in gaining confidence in the PBL process and to provide technical support in the online environment must be developed.en_US
dc.format.extentviii, 171 pagesen_US
dc.language.isoengen_US
dc.publisherNorthern Illinois Universityen_US
dc.rightsNIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.en_US
dc.subject.lcshNorthern Illinois University. Dept. of Nursingen_US
dc.subject.lcshProblem-based learning--Illinois--De Kalben_US
dc.subject.lcshNursing students--Illinois--De Kalben_US
dc.titleAn analysis of the problem-solving experience of students in an online problem-based learning environmenten_US
dc.type.genreDissertation/Thesisen_US
dc.typeTexten_US
dc.contributor.departmentDepartment of Educational Technology, Research and Assessmenten_US
dc.description.degreeEd.D. (Doctor of Education)en_US


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