This study compared outcomes of problem-based learning between synchronous online groups and face-to-face tutorial groups. Specifically, the study compared learning outcomes, time-on-task and learning issue generation.
Methods and procedures: A post-test only control group design was used to investigate the effects of learning conditions on learning outcomes and processes. The experimental learning condition was defined as computer-mediated problem-based learning (CMPBL) and the control condition was traditional problem based learning in face-to-face groups (TPBL). The learning process consisted of four elements: an initial tutorial, a period of self-directed learning, a second tutorial and a laboratory session. During the initial tutorial students generated learning issues that they submitted to the research assistant. In the self-directed learning phase, students researched their learning issues and returned for the second tutorial with their findings. Students in the CMPBL groups interacted with the resource person electronically via email, chat room or bulletin board. At the second tutorial, groups shared information related to their learning issues and completed their products for the problem.
Results: There was no difference in learning outcomes between groups. The CMPBL group spent significantly more time on learning than the TPBL group. There was no overall difference between groups on generation of learning issues; however, there was a significant relationship between number of learning issues generated and higher score on the examination regardless of tutorial medium.