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Introducing Problem-based Learning into Distance Learning

  • Bob Price
Chapter
Part of the Nurse Education in Practice book series (NEP)

Abstract

Pausing to consider what problem-based and distance learning have in common, it is tempting to argue that both play a role in liberating the learner. While PBL empowers the student to discover information for her- or himself, and to value that which is on offer through experience, distance learning makes education possible, even if a teacher is not close to hand (Rowntree, 1986). Both problem-based and distance learning claim to be student centred and facilitate the student in becoming a critical and independent thinker (Barrows and Tamblyn, 1980; Evans and Nation, 1989). Beyond this, however, there are significant difficulties in bringing the two educational approaches together. That which is assumed to be pivotal within PBL (for example, a facilitative tutor who has sustained and non-directive contact with students; Little and Ryan, 1988; Creedy and Hand, 1994) is not usually practical within distance learning. Distance learning, with its emphasis upon delivering a multitude of information in an accessible manner, seems the antithesis of learning by discovery. In short, PBL would seem to emphasise education as a process, while distance learning, by choice or necessity, is often portrayed as a product-driven system of learning.

Keywords

Problem Analysis Distance Learning Nurse Education Advance Nurse Practice Knowledge 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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© Bob Price 2000

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  • Bob Price

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