Exploring professional knowledge and practices collaboratively in problem -based discussions: Online and face -to -face discourses in a nursing class.

Abstract

This study contributes to two major areas of research into problem-based learning: (1) investigations of self-directed learning from a social perspective and (2) examinations of the effects of different modes of communication imbedded in PBL. Content analysis and discourse analysis were applied to two different implementations of PBL in a graduate nursing course: online treaded discussions using problems at the level of principles and face-to-face discussions using real patient cases. Primary data included 751 online messages and eight sessions of face-to-face discussions. The first part of the study investigated the interplay between self-directed learning and group interactions by focusing on the formation of learning topics and the collaborative use of learning resources. Results indicated that the content posted by peers provided a fruitful foundation for the formation of learning topics and subsequent discussions pursued by students. Also, throughout these discussions, students broadened their conceptual knowledge and incorporated academic publications in reference to professional and personal experiences. The discussions produced iterative interrelated processes of knowledge building and information searching. The second part of the study investigated common and unique discursive interactions in the two PBL settings online and face-to-face. While both settings supported authentic learning and students' initiatives for learning, each offered distinct learning opportunities. Online discussions provided more support for crafting multiple perspectives, presenting multiple resources, and reflecting on multiple approaches for the same problem. The real-time, immediate responses to the problem, nevertheless, assisted with inspection of misunderstandings displayed during the discussions. Students were directly involved in each other's inquiry and clinical reasoning processes for decision making. This study argues that the reciprocal relationship between self-directed learning and group interaction in online discussions supports the exploration of a wide range of related issues and connections between information from various resources. Therefore, educators should take advantage of online discussions to encourage the investigation of ethical dilemmas, controversial and debatable topics, or diverse theoretical perspectives. Yet, online discourses were not sufficient for understanding nursing practices. Students relied on each other's immediate feedback to monitor and critique clinical reasoning. Thus, having students discuss fully contextualized cases face-to-face helps students apply knowledge to realistic situations.