{"id":{"repo_id":"uoit","oai_identifier":"oai:ontariotechu.scholaris.ca:10155/503"},"canonical_url":"https://search.dev.ndltd.org/etd/uoit/oai:ontariotechu.scholaris.ca:10155/503","repository":{"repo_id":"uoit","name":"Ontario Institute of Technology","base_url":"https://ontariotechu.scholaris.ca/server/oai/request"},"display":{"title":"Engaging adult literacy learners: investigating problem based learning object (PBLO) use as a possibility for implementing problem based learning (PBL) online","abstract":"Anecdotal evidence revealed that learners in an adult literacy program at a large school board in Ontario were disengaged - unable to identify opportunities to act in response to traditional pedagogy used to prepare them for science PLAR assessments. Given the evidence that Problem Based Learning Objects (PBLOs) engage adult learners in science, a similar approach was adopted. A PBLO was designed and introduced to four learners with the intent of fostering engagement in the form of “social practice.” The “Flow” framework was used to measure learner emotion, the means through which activity during PBLO use was investigated. In response to the online experience, learners were able to identify opportunities to engage; however, a longitudinal study is warranted to understand the engagement in terms of "social practice."","abstract_html":"Anecdotal evidence revealed that learners in an adult literacy program at a large school board in Ontario were disengaged - unable to identify opportunities to act in response to traditional pedagogy used to prepare them for science PLAR assessments. Given the evidence that Problem Based Learning Objects (PBLOs) engage adult learners in science, a similar approach was adopted. A PBLO was designed and introduced to four learners with the intent of fostering engagement in the form of “social practice.” The “Flow” framework was used to measure learner emotion, the means through which activity during PBLO use was investigated. In response to the online experience, learners were able to identify opportunities to engage; however, a longitudinal study is warranted to understand the engagement in terms of "social practice."","abstract_has_math":false,"creators":["Amesbury, Judith"],"institution":"University of Ontario Institute of Technology","degree_name":"Master of Arts (MA)","degree_level":null,"degree_discipline":"Education and Digital Technologies","degree_department":null,"school":null,"contributors":[],"advisors":["vanOostveen, Roland","Desjardins, Francois"],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-01-01","date_published":"2015-01-01","updated_at":"2026-07-24T05:35:32Z","subjects":["Problem based learning","Online learning environments","Engagement","Adult education","Literacy"],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/10155/503","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["vanOostveen, Roland","Desjardins, Francois"]},{"key":"dc:creator","label":"Author","values":["Amesbury, Judith"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2015-03-12T16:44:43Z","2022-03-25T18:44:37Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2015-03-12T16:44:43Z","2022-03-25T18:44:37Z"]},{"key":"dc:date.issued","label":"Date","values":["2015-01-01"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education and Digital Technologies"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts (MA)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Ontario Institute of Technology"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Problem based learning","Online learning environments","Engagement","Adult education","Literacy"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10155/503"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Anecdotal evidence revealed that learners in an adult literacy program at a large school board in Ontario were disengaged - unable to identify opportunities to act in response to traditional pedagogy used to prepare them for science PLAR assessments. Given the evidence that Problem Based Learning Objects (PBLOs) engage adult learners in science, a similar approach was adopted. A PBLO was designed and introduced to four learners with the intent of fostering engagement in the form of “social practice.” The “Flow” framework was used to measure learner emotion, the means through which activity during PBLO use was investigated. 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Given the evidence that Problem Based Learning Objects (PBLOs) engage adult learners in science, a similar approach was adopted. A PBLO was designed and introduced to four learners with the intent of fostering engagement in the form of “social practice.” The “Flow” framework was used to measure learner emotion, the means through which activity during PBLO use was investigated. 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