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Web Conferencing Facilitation within Problem-Based Learning Biomedical Engineering Courses

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Title: Web Conferencing Facilitation within Problem-Based Learning Biomedical Engineering Courses
Language: English
Authors: Sara L. Arena, Yong W. Lee, Scott S. Verbridge, Andre Muelenaer, Pamela J. VandeVord, Christopher B. Arena
Source: Biomedical Engineering Education. 2021 1(1):127-131.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 5
Publication Date: 2021
Document Type: Journal Articles
Reports - Descriptive
Education Level: Higher Education
Postsecondary Education
Descriptors: Problem Based Learning, Biomedicine, Engineering, Online Courses, Electronic Learning, Videoconferencing, Facilitators (Individuals), Student Attitudes, Program Effectiveness, Teacher Attitudes, Undergraduate Study
DOI: 10.1007/s43683-020-00020-1
ISSN: 2730-5937
2730-5945
Abstract: Problem-based learning (PBL) has been effectively used within BME education, though there are several challenges in its implementation within courses with larger enrollments. Furthermore, the sudden transition to online learning from the COVID-19 pandemic introduced additional challenges in creating a similar PBL experience in an online environment. Online constrained PBL was implemented through asynchronous modules and synchronous web conferencing with rotating facilitators. Overall, facilitators perceived web conferencing facilitation to be similar to in-person, but noted that students were more easily "hidden" or distracted. Students did not comment on web conferencing facilitation specifically, but indicated the transition to online PBL was smooth. Course instructors identified that a fully synchronous delivery as well as modifications of Group Meeting Minutes assignments as potential modifications for future offerings. Future work will aim to address the perceptions and effectiveness of web conferencing facilitation for PBL courses within an undergraduate BME curriculum, as web conferencing could prove to be another significant breakthrough in addressing challenges of problem-based learning courses.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1430680
Database: ERIC
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  Data: Web Conferencing Facilitation within Problem-Based Learning Biomedical Engineering Courses
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  Data: <searchLink fieldCode="AR" term="%22Sara+L%2E+Arena%22">Sara L. Arena</searchLink><br /><searchLink fieldCode="AR" term="%22Yong+W%2E+Lee%22">Yong W. Lee</searchLink><br /><searchLink fieldCode="AR" term="%22Scott+S%2E+Verbridge%22">Scott S. Verbridge</searchLink><br /><searchLink fieldCode="AR" term="%22Andre+Muelenaer%22">Andre Muelenaer</searchLink><br /><searchLink fieldCode="AR" term="%22Pamela+J%2E+VandeVord%22">Pamela J. VandeVord</searchLink><br /><searchLink fieldCode="AR" term="%22Christopher+B%2E+Arena%22">Christopher B. Arena</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Biomedical+Engineering+Education%22"><i>Biomedical Engineering Education</i></searchLink>. 2021 1(1):127-131.
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: <searchLink fieldCode="DE" term="%22Problem+Based+Learning%22">Problem Based Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Biomedicine%22">Biomedicine</searchLink><br /><searchLink fieldCode="DE" term="%22Engineering%22">Engineering</searchLink><br /><searchLink fieldCode="DE" term="%22Online+Courses%22">Online Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Videoconferencing%22">Videoconferencing</searchLink><br /><searchLink fieldCode="DE" term="%22Facilitators+%28Individuals%29%22">Facilitators (Individuals)</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Study%22">Undergraduate Study</searchLink>
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  Data: 10.1007/s43683-020-00020-1
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  Data: 2730-5937<br />2730-5945
– Name: Abstract
  Label: Abstract
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  Data: Problem-based learning (PBL) has been effectively used within BME education, though there are several challenges in its implementation within courses with larger enrollments. Furthermore, the sudden transition to online learning from the COVID-19 pandemic introduced additional challenges in creating a similar PBL experience in an online environment. Online constrained PBL was implemented through asynchronous modules and synchronous web conferencing with rotating facilitators. Overall, facilitators perceived web conferencing facilitation to be similar to in-person, but noted that students were more easily "hidden" or distracted. Students did not comment on web conferencing facilitation specifically, but indicated the transition to online PBL was smooth. Course instructors identified that a fully synchronous delivery as well as modifications of Group Meeting Minutes assignments as potential modifications for future offerings. Future work will aim to address the perceptions and effectiveness of web conferencing facilitation for PBL courses within an undergraduate BME curriculum, as web conferencing could prove to be another significant breakthrough in addressing challenges of problem-based learning courses.
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  Data: 2024
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