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Introduction of problem based learning (PBL) into a blended BioDefense Lab Methods course:

Introduction of problem based learning (PBL) into a blended BioDefense Lab Methods course:. Is PBL as effective as traditional online delivery for meeting unit learning objectives? What are student ‘s perceptions of learning through PBL?. Rationale. Student Learning

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Introduction of problem based learning (PBL) into a blended BioDefense Lab Methods course:

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  1. Introduction of problem based learning (PBL) into a blended BioDefense Lab Methods course: Is PBL as effective as traditional online delivery for meeting unit learning objectives? What are student ‘s perceptions of learning through PBL?

  2. Rationale • Student Learning • PBL presents authentic problems • Do students meet the learning objectives • Student Satisfaction • Are students excited and engaged about the material • Implementation • New strategy for active learning in the online environment • Hybrid course – new aspect for course is the online component and PBL • Model for adjunct faculty

  3. Context • Hybrid lab course that presents the methods used in investigation and identification of a BioD agent • Meet every other week, in-person primarily hands-on laboratory experience • Class content and non-lab investigation methods will be delivered in the intervening weeks online • PBL units • Standard online delivery • Class is undergoing a complete restructuring because student reviews indicated that the course goals were not being met

  4. Study Design • 3 PBL unit during the semester • 2 standard online units • Student learning assessment • Use a rubric to grade all the problem based learning activities • Code PBL product for learning outcomes • Post quiz (multiple choice quiz) after every unit to determine if students learned the target concepts to determine if PBL was as effective/more effective than traditional online delivery • Student satisfaction: • Student survey (anonymous survey in zoomerang)

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