An exploration of speech and language pathology student and facilitator perspectives on problem-based learning online.

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dc.contributor.authorO'Leary, Norma
dc.contributor.authorBrouder. Niamh
dc.contributor.authorBessell, Nicola
dc.contributor.authorFrizelle, Pauline
dc.date.accessioned2023-01-25T11:07:07Z
dc.date.available2023-01-25T11:07:07Z
dc.date.issued2022-04-19
dc.date.updated2023-01-25T10:14:49Z
dc.description.abstractThis mixed-methods study explored the perspectives of second and third-year Speech Language Pathology (SLP) students and facilitators on Problem-Based Learning (PBL) online. As a result of the COVID-19 pandemic, PBL was delivered online for the academic year 2020-2021 via a virtual learning environment. Forty-seven students and five facilitators completed an online survey designed to evaluate the quality of individual and collaborative learning in the PBL online context. All participants had experience of pre-COVID-19 face-to-face PBL. Thematic analysis and descriptive statistics were used to analyse qualitative and quantitative data, respectively. Demonstrated a preference from both students and facilitators to maintain PBL in a face-to-face format. Aspects of functionality offered by the virtual platform assisted in the PBL process, however technical and environmental barriers impeded virtual delivery. Responses suggest that the development of rapport and interactivity levels online are not equivalent to face-to-face PBL, and these factors were perceived by participants to negatively influence the learning process. Perspectives on the role of the facilitator online convey divergent views between second and third years which reflected a change in facilitator style to support more independent learning in line with students' progression through the course. Our findings demonstrate that students and facilitators are open to future implementation of a blended model of PBL. Participants reported benefits such as reduction in indirect education costs and acquisition of a digital skillset. However, our study indicates a preference for enhanced social presence afforded by face-to-face PBL.en
dc.description.statusPeer revieweden
dc.description.versionPublished Versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.citationO’ Leary, N., Brouder, N., Bessell, N. and Frizelle, P. (2022) ‘An exploration of speech and language pathology student and facilitator perspectives on problem-based learning online’, Clinical Linguistics and Phonetics, (19 pp). doi: 10.1080/02699206.2022.2061377.en
dc.identifier.doi10.1080/02699206.2022.2061377en
dc.identifier.endpage19en
dc.identifier.issn1464-5076
dc.identifier.journaltitleClinical Linguistics & Phoneticsen
dc.identifier.startpage1en
dc.identifier.urihttps://hdl.handle.net/10468/14124
dc.language.isoenen
dc.publisherTaylor & Francisen
dc.relation.urihttps://doi.org/10.1080/02699206.2022.2061377
dc.rights© 2022 The Author(s). Published with license by Taylor & Francis Group, LLC. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http:// creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.en
dc.rights.urihttp:// creativecommons.org/licenses/by-nc-nd/4.0/en
dc.subjectProblem-based learningen
dc.subjectOnline learningen
dc.subjectOnline problem-based learningen
dc.subjectBlended learningen
dc.subjectSpeech pathologyen
dc.subjectCOVID-19en
dc.titleAn exploration of speech and language pathology student and facilitator perspectives on problem-based learning online.en
dc.typeArticle (peer-reviewed)en
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