Web Conferencing Facilitation Within Problem-Based Learning Biomedical Engineering Courses
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Biomedical Engineering Education ( 2020) https://doi.org/10.1007/s43683-020-00020-1
Teaching Tips - Special Issue (COVID)
Web Conferencing Facilitation Within Problem-Based Learning Biomedical Engineering Courses SARA L. ARENA,1 YONG W. LEE,1 SCOTT S. VERBRIDGE,1 ANDRE MUELENAER JR,1,2 PAMELA J. VANDEVORD,1 and CHRISTOPHER B. ARENA1 1
Department of Biomedical Engineering and Mechanics, Virginia Tech, Blacksburg, VA, USA; and 2Department of Pediatrics, Virginia Tech Carilion School of Medicine, Roanoke, VA, USA (Received 19 June 2020; accepted 18 August 2020)
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. Keywords—Problem based learning, Facilitators, Web-conferencing, Rotating facilitation.
CHALLENGE STATEMENT Problem-based learning (PBL) has been effectively used within BME education3,9,13 and employs a constructivist model of learning where the learner is actively working to construct knowledge.9 Typically, Address correspondence to Sara L. Arena, Department of Biomedical Engineering and Mechanics, Virginia Tech, Blacksburg, VA, USA. Electronic mail: [email protected]
students are presented with a complex, open-ended problem and work cooperatively in groups towards a solution.5 Instructors, rather than providing traditional lecture-based teaching, serve as facilitators who neutrally probe student knowledge and understanding while also revealing group behaviors by drawing attention to student actions.2 Facilitators are critical to PBL as they play an important role in guiding problem-solving actions,6,4 discourse,10 and modeling strategies for learning and thinking.7 However, PBL, related to providing facilitation, poses some challenges. Specifically, the greater time investment,12 faculty buy-in for this time investment,12 and the amount of staffing needed9 pose as barriers for implementation of PBL at larger universities with higher enrollments. To a
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