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Babitsch, Birgit [VerfasserIn]; Pöche-Guckelberger, Ina [VerfasserIn]; Hübner, Ursula Hertha [VerfasserIn]; Egbert, Nicole [VerfasserIn] ; Osnabrück University, Osnabrück University, Osnabrück University of Applied Sciences, Osnabrück University of Applied Sciences, University of Eastern Finland, University of Eastern Finland, University of Porto, University of Porto

eHealth Education : Pedagogical Methods Compilation

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  • Medientyp: E-Book
  • Titel: eHealth Education : Pedagogical Methods Compilation
  • Beteiligte: Babitsch, Birgit [VerfasserIn]; Pöche-Guckelberger, Ina [VerfasserIn]; Hübner, Ursula Hertha [VerfasserIn]; Egbert, Nicole [VerfasserIn]
  • Körperschaft: Osnabrück University ; Osnabrück University of Applied Sciences ; University of Eastern Finland ; University of Porto
  • Erschienen: Osnabrück: Hochschule Osnabrück, 2023
  • Erschienen in: eHealth4allEU: Interprofessional European eHealth Programme in Higher Education ; 2
  • Umfang: 1 Online-Ressource
  • Sprache: Englisch
  • DOI: 10.48769/opus-3849
  • Identifikator:
  • Entstehung:
  • Anmerkungen: This publication is the result of a project funded by Erasmus+ Strategic Partnerships (Grant Agreement Number 2019-1-DE01-KA203-005040)
  • Beschreibung: Problem-based learning (PBL) has become established as a successful didactic approach far beyond the field of medicine. Although there is no single concept of PBL, there is agreement on its objectives and implementation. Of central importance is the case that supports autonomous and reflective learning. Even before COVID-19, digital methods were used in traditional PBL. These served to support, for example, the provision of learning materials. As a result of university closures during the COVID-19 pandemic, technical solutions were made available at an unprecedented speed, which made it possible to implement the different requirements of traditional PBL in a digital PBL (DPBL). The present study results based on two scoping reviews demonstrated that PBL can be implemented digitally and that different digital methods, both asynchronous and synchronous, are available for the different steps. They show that DPBL not only leads to comparable student performance, but can also develop further competences, e.g. digital communication. With the findings, a concept for the implementation of DPBL as well as recommendations for the further development of DPBL are available.
  • Zugangsstatus: Freier Zugang