Asynchronous distributed problem-based learning

The paper explores the formative and summative results of a problem-based, asynchronously conducted, graduate-level, educational psychology course on learning theory. EPSY was a 13-week, three credit, graduate level, educational psychology course conducted asynchronously at a distance. Multiple tools, methods, and data collection points were used in assessing this course. Data collected was both quantitative and qualitative. As part of the evaluation of this course, qualitative data was collected from the participants at two separate intervals. Two open-ended surveys were filled out, one at the midpoint of the course, and the second at course completion. EPSY was conducted over the Internet using WebCT as the technological backbone of the course and WebBoard as the primary collaborative communications tool