Engaging adult literacy learners: investigating problem based learning object (PBLO) use as a possibility for implementing problem based learning (PBL) online

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."

Name thesis:degree_name

Master of Arts (MA)

Discipline thesis:degree_discipline

Education and Digital Technologies

Grantor

University of Ontario Institute of Technology

Year dc:date.issued

2015

Author dc:creator

• Amesbury, Judith

Advisors dc:contributor.advisor

• vanOostveen, Roland
• Desjardins, Francois

• Problem based learning
• Online learning environments
• Engagement
• Adult education
• Literacy

Language dc:language.iso

en

Handle dc:identifier.uri

https://hdl.handle.net/10155/503

OAI identifier oai:identifier

oai:ontariotechu.scholaris.ca:10155/503