skip to main content


Title: Web Conferencing Facilitation Within Problem-Based Learning Biomedical Engineering Courses
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.  more » « less
Award ID(s):
1652112
NSF-PAR ID:
10218649
Author(s) / Creator(s):
; ; ; ; ;
Date Published:
Journal Name:
Biomedical Engineering Education
Volume:
1
Issue:
1
ISSN:
2730-5937
Page Range / eLocation ID:
127 to 131
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
More Like this
  1. Problem-based learning (PBL) is recognized as a pedagogical approach that is well-suited to preparing engineering students for the realities of the profession, but there are persistent implementation challenges that serve as barriers to broad adoption. This systematic literature review focuses on three facets of PBL – design, facilitation, and assessment – in search of operational guidelines for engineering faculty considering a transition to PBL. Findings led to two broad conclusions. First, there is a need for research on methods to support engineering faculty in problem design. Second, while current research provides thorough support for PBL facilitation and suggestions for assessment, there is a need for additional research to evaluate the efficacy of the various models of facilitation and assessment suggested by the literature. 
    more » « less
  2. Objective Over the past decade, we developed and studied a face-to-face video-based analysis-of-practice professional development (PD) model. In a cluster randomized trial, we found that the face-to-face model enhanced elementary science teacher knowledge and practice and resulted in important improvements to student science achievement (student treatment effect, d = 0.52; Taylor et al, 2017; Roth et al, 2018). The face-to-face PD model is expensive and difficult to scale. In this paper, we present the results of a two-year design-based research study to translate the face-to-face PD into a facilitated online PD experience. The purpose is to create an effective, flexible, and cost-efficient PD model that will reach a broader audience of teachers. Perspective/Theoretical Framework The face-to-face PD model is grounded in situated cognition and cognitive apprenticeship frameworks. Teachers engage in learning science content and effective science teaching practices in the context in which they will be teaching. There are scaffolded opportunities for teachers to learn from analysis of model videos by experienced teachers, to try teaching model units, to analyze video of their own teaching efforts, and ultimately to develop their own unit, with guidance. The PD model attends to the key features of effective PD as described by Desimone (2009) and others. We adhered closely to the design principles of the face-to-face model as described by Authors, 2019. Methods We followed a design-based research approach (DBR; Cobb et al., 2003; Shavelson et al., 2003) to examine the online program components and how they promoted or interfered with the development of teachers’ knowledge and reflective practice. Of central interest was the examination of mechanisms for facilitating teacher learning (Confrey, 2006). To accomplish this goal, design researchers engaged in iterative cycles of problem analysis, design, implementation, examination, and redesign (Wang & Hannafin, 2005) in phase one of the project before studying its effect. Data Three small pilot groups of teachers engaged in both synchronous and asynchronous components of the larger online course which began implementation with a 10-week summer course that leads into study groups of participants meeting through one academic year. We iteratively designed, tested, and revised 17 modules across three pilot versions. On average, pilot groups completed one module every two weeks. Pilot 1 began the work in May 2019; Pilot 2 began in August 2019, and Pilot 3 began in October 2019. Pilot teachers responded to surveys and took part in interviews related to the PD. The PD facilitators took extensive notes after each iteration. The development team met weekly to discuss revisions. We revised all modules between each pilot group and used what we learned to inform our development of later modules within each pilot. For example, we applied what we learned from testing Module 3 with Pilot 1 to the development of Module 3 for Pilots 2, and also applied what we learned from Module 3 with Pilot 1 to the development of Module 7 for Pilot 1. Results We found that community building required the same incremental trust-building activities that occur in face-to-face PD. Teachers began with low-risk activities and gradually engaged in activities that required greater vulnerability (sharing a video of themselves teaching a model unit for analysis and critique by the group). We also identified how to contextualize technical tools with instructional prompts to allow teachers to productively interact with one another about science ideas asynchronously. As part of that effort, we crafted crux questions to surface teachers’ confusions or challenges related to content or pedagogy. We called them crux questions because they revealed teachers’ uncertainty and deepened learning during the discussion. Facilitators leveraged asynchronous responses to crux questions in the synchronous sessions to push teacher thinking further than would have otherwise been possible in a 2-hour synchronous video-conference. Significance Supporting teachers with effective, flexible, and cost-efficient PD is difficult under the best of circumstances. In the era of covid-19, online PD has taken on new urgency. NARST members will gain insight into the translation of an effective face-to-face PD model to an online environment. 
    more » « less
  3. The COVID-19 pandemic led the majority of educational institutions to rapidly shift to primarily conducting courses through online, remote delivery. Across different institutions, the tools used for synchronous online course delivery varied. They included traditional video conferencing tools like Zoom, Google Meet, and WebEx as well as non-traditional tools like Gather.Town, Gatherly, and YoTribe. The main distinguishing characteristic of these nontraditional tools is their utilization of 2-D maps to create virtual meeting spaces that mimic real-world spaces. In this work, we aim to explore how such tools are perceived by students in the context of learning. Our intuition is that utilizing a tool that features a 2-D virtual space that resembles a real world classroom has underlying benefits compared to the more traditional video conferencing tools. The results of our study indicate that students' perception of using a 2-D virtual classroom improved their interaction, collaboration and overall satisfaction with an online learning experience. 
    more » « less
  4. Bucks County Community College (Bucks) in collaboration with Drexel University (Drexel) is committed to increasing the number of workforce ready engineers and engineering technicians and to creating a blueprint for 2+2 engineering education programs nationally. Recently, educational reform took an unexpected turn to remote teaching due to the world-wide COVID-19 pandemic. Within our NSF ATE grant to enhance our present engineering technology curriculum we modified and enhanced instructional and student engagement methods to assure workforce readiness of our students in a remote world. Curriculum enhancements within the engineering technology (ET) occupational major at Bucks and the B.S. in ET degree program at Drexel, modifications to delivery of workforce development certification programs through the Bucks Center for Workforce Development (CWD), and college-wide student engagement strategies were implemented to assure quality education and student engagement. Modifications to credit courses included asynchronous online courses, synchronous remote courses, and hybrid courses, which combined remote and on campus laboratory instruction. Our CWD implemented hybrid instruction that included necessary resources for students such as tool kits and borrowed laptop computers. In addition, a college wide program called Bucks+ was implemented through the Bucks Business and Innovation Department to increase enrollment, retention, and workforce readiness of students. The Bucks+ program focuses on student engagement through competition within curriculum, and extracurricular endeavors that prepare students for industry. We will share our successes and challenges within our call to action to engage students in a remote world and to enhance their educational experience through innovative instructional techniques. 
    more » « less
  5. Computer science (CS) education is plagued by a gender divide, with few girls and women participating in this high-status discipline. A proven strategy to broaden participation for girls and other underrepresented students interested in CS is the availability of teacher preparation that requires classroom teachers to grow their knowledge of CS content as well as the pedagogical practices that enhance inclusive learning opportunities for historically underrepresented students. This case study describes the design and impact of an Online Professional Development (PD) for CS teachers, a year-long PD program aimed at broadening participation in the United States. Using survey and observation data from more than 200 participants over three years in PD settings, this paper examines how the design of an online learning community model of PD provides an inclusive venue for teachers to examine their belief systems, develop inclusive pedagogical practices, and collectively transform the culture of CS classrooms to places that support all learners. Findings suggest that purposeful facilitation creates a transformative culture of “shared experience” whereby facilitators and groups of teachers engage in collaborative lesson planning and debriefing discussions, in both synchronous and asynchronous sessions. This case study can inform other online PD efforts aimed at broadening participation in computing. 
    more » « less