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A case study of teaching presence in virtual problem-based learning groups
Kamin, Carol S. · O'Sullivan, Patricia · Deterding, Robin R. · Younger, Monica · Wade, Ted

Published3 July 2009
JournalMedical Teacher
Volume 28, Issue 5, Pages 425-428
CountryUnited States, North America

ABSTRACT
Interest in conducting problem-based learning (PBL) on-line has increased to meet student and physician schedules. Little research describes skills needed to facilitate PBL on-line. In this paper we studied teaching presence in asynchronous PBL groups. Two raters, with average inter-rater agreements of 0.80, used an existing code to measure teaching presence in 62 PBL case discussions facilitated by one instructor over five years. This instructor was selected because of consistently high teaching evaluations. Messages sent by the instructor in the on-line PBL discussion were coded into three categories: instructional design and organization, facilitating discourse and direct instruction. Instructional design indicators were most frequent averaging 22.5 (SD = 5.6)/discussion. Facilitating discourse and direct instruction were comparable, 19.5 (SD = 7.4) and 19.5 (SD = 6.7), respectively. Messages and indicators of teacher presence rose across time with a decline during subsequent PBL cases with the same group.

Keywords problem-based learning · facilitation · teaching presence · instructional design · medical education

CoI focusTeaching presence
PopulationUniversity
Study designCase study
Data analysisContent analysis
ContributionPractical
LanguageEnglish
RefereedYes
DOI10.1080/01421590600628241
ExportBibTex · EndNote · Tagged XML · Google Scholar


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