# data[].attributes.body
I attended the online PBL course with an intention to further my teaching strategies and further professional education abilities to enable students learn better. After joining the Asians in University Education group I was very excited to join and work with core teaching faculty team who had good prior knowledge of PBL in their respective institutions. Their interest were to improve the quality of their existing PBL  curriculum. I was fortunate to be a member of the team who already had some prior knowledge and experience.
At the first week, when a member introduced the problem to the group, I did not know it was a MOOC problem. At the first instinct, I assumed that the problem was real and I assumed full responsibility of the problem. It was a real trigger for my interest and I started serious discussions on the problem based on my own understanding. After few reading, I began o understand the PBL methodology better and later I realized how naive my answers to the questions were initially. However the group was so cooperative and resourceful that I was able to express my views and my experiences to the group without inhibition. I was thus able to build on the inherent knowledge (the information I already known) and started to learn more specialized and systematic information about PBL.

# data[].attributes.body
The MOOC platform/tool provided instructors and trainers with an innovative and conducive environment to all the members of the group to share the information and discuss on the PBL   problem. Group members raised important questions and uploaded research papers.
It allowed users to experience and practice PBL through online platform where participants, according to inductive learning approach, accomplish several tasks built on real world cases and following they can infer the theoretical knowledge.

# data[].attributes.body
Term "flipping the classroom” means that students gain first exposure to new material outside of class, usually via reading or lecture videos, and then use class time to do the harder work of assimilating that knowledge, perhaps through problem-solving, discussion, or debates.

We were able to discuss the problems posed to the group, prepare questions and pre-discuss hypothesis before submitting a post-discussion assignment report.

# data[].attributes.headline
Transformation in mindset and practice after MOOC training

# data[].attributes.subject
Transformation in mindset and practice after MOOC training

# data[].attributes.body
After three weeks of MOOC training, I gained confidence to start a pilot test PBL module among the seventh semester Pharmacy students during the communication skills activity hours.
Since the logistics and facilities were not planned earlier, I had to accommodate all 4 groups in a single class room. Each group had with 7-8 students with a chosen leader and scribe. The problem was designed earlier as a heart failure patient profile. The case was designed to offer progressive triggers. During the first discussion the students analysed the medical profile; used the subjective and objective information and listed the medical problems in order of priority and severity. The next day the team leader presented the problems to the whole class. A final  list of medical problems  and their severity were listed. The team members regrouped once again to develop a treatment plan (using standard guidelines) for each medical problem, in addition to a monitoring plan for the patient's clinical condition. Each team leader presented the pharmaceutical care plan to the whole class and critically identified the drug related problems in the current prescription. A total of 4 hours in two days were utelized for this trial. The pitfalls were listed based on student feedback and next PBL will be better.

# data[].attributes.body
I realized that traditional teaching makes the student passive listener. However both PBLs and Project based learning activities through (online) audio visual activities help the student to remember content for their life time.

# data[].attributes.body
Member of Asians in University Education group.

# data[].attributes.headline
What is the future of Online PBL course?

# data[].attributes.subject
What is the future of Online PBL course?

# data[].attributes.body
The MOOC PBL is the best online tool that can be extended to distant education module..

Online PBL repositories can be a source of different scenarios in different languages.

Online virtual facilitator will provide platform for  facilitating economical platform.

Introduction of virtual problems like interactive virtual patient can be introduced as trigger tools.

Online PBL module help student learn autonomously in a asynchronous mode.

Online PBL module facilitated the creativity of product/report submissions. Teachers and Trainers are required to use the opportunities offered by new technologies.

Future online PBLs can be tailored respond to the demand for individualized learning and practical training.

Online PBLs can overcome cultural or language barriers across various socio-geographical barriers.

The constructive approach of online platform will make the students work actively.

# data[].attributes.body
I realized and actually experienced in MOOC platform that PBL is truly a powerful to improve student active learning (student engagement) and it improves higher cognitive experiential learning, critical thinking and self directed life long learning abilities.

I was able to use online Paddle  app to create assignment reports.

I learnt to use go-pro slice app to create videos.

I was able to develop mind map using software.

# data[].attributes.headline
What competencies did I gain following MOOC course

# data[].attributes.subject
What competencies did I gain following MOOC course

# data[].attributes.body
1. Leadership skills: I served as a process manager for one week and able to organize the functions of the team members. On three other occasions I served to summarize organize the assignment.
2. I appraised that PBL is a student centered approach with a focus on collaborative, cooperative and critical learning.
3. The assignment and report helped me to enhance self reflection skills.
4. PBL facilitated me other aspects of learning like communication, leadership, presentation skills, group dynamics through the process.
5. I believe that I have developed self-directed / life long learning skills.
6. Faculty also benefit because their interaction with students increase the integration of the subjects.
Ref: Rimal J, Paudel BH, Shrestha A. (2015) Introduction of Problem Based Learning in a UG dentistry program in Nepal. Int. J. Appl. Basic Med. Res. 5(1):545-549.

# data[].attributes.body
I was amazed by the technical expertise of my team members. I not only learnt PBL, I also learnt to operate new technical tools that may be used for improving teaching outcomes.
I was able to encourage backsliders and bring them to active mode through our team video activity. The idea of video activity during our fourth week was about to fail but I was able to push our team members to develop the best video of PBL future. The video project was the best and most challenging technical experience I derived from this course.
I already feel that I am an expert in the PBL I feel confident to face the challenges that may be raised by the program director in initiating PBL for Pharmacy program.

# data[].attributes.headline
Photos of PBL groups of semester 7 Pharmacy students in a class room initiated  after MOOC training

# data[].attributes.subject
Photos of PBL groups of semester 7 Pharmacy students in a class room initiated  after MOOC training

# data[].attributes.body
2 step approach / 3 step approach

5 step approach

Traditional 7 step approach

# data[].attributes.body
In PBL student use triggers from the problem, case or scenario to define their own learning objectives.

Triggers are used for defining the student's learning objectives

Subsequently they do independent, self-directed study before returning to the group to discuss and refine their acquired knowledge.

Elaboration and implementation

# data[].attributes.body
Educational innovation
Some students yearn for a deeper understanding of topics. This means that a new active learning strategy should be employed only for such students who want to go the extra mile to acquire deeper knowlege.
Active learning and motivation of students go hand in hand.

# data[].attributes.body
PBL is not about a problem solving activity, but rather it uses appropriate problems to increase knowledge and understanding.
The process is clearly defined and the several variations that exist all follow similar series of steps.
Generic skills and attitudes

1. Team work

2. Chairing a group

3. Listening

4. Recording

5. Cooperation

6. Respect to all colleagues

7. Critical evaluation of literature

8. Presentation skills

9. Communication

# data[].attributes.body
A problem should be realistic, reflecting a true-to life case scenario
It should take students to a higher cognitive level of discussion and address pre-set learning objectives.
It should be logical in flow and student centered in design
The context must be relevant to their future careers.
Designing problems is an art, involving a committee of trained experts from different disciplines from basic to advanced topics.

# data[].attributes.body
PBL is known world over as an effective strategy that enhance active learning, contextual learning, collaborative learning, comprehension, self-directed,  and critical thinking  with a view to promote horizontal and vertical integration between foundation subjects.

Students will be encouraged to learn in different ways.

Traditional evaluations involve questions that may enhance the recall type of  memory, whereas a problem or trigger makes a student to think further and allow the student to think and learn holistically.

PBL prepares the student for future industry.

It awaken's one's leadership quality

PBL in general is the balance between maximizing freedom for students and providing structure so that students learn specific things.

# data[].attributes.body
Self assessment:
Reflected remedial assessment
Portfolio Assessment
Peer feedback
Tutors feedback
Mentor Feedback
Multi-source feedback

# data[].attributes.body
Works in student centered environment

Manages group dynamics

Uses questions effectively

Manage time and process

Creating a positive learning environment.

Tutors are important elements in success PBL tutorials.

Tutor is not authoritarian.

Tutors should have expertise in group facilitation.

Tutor should explore the richness of the situation and be able to promote critical thinking of students .

Tutor should be observer, guide and evaluator.

Tutor helps students to reflect on the experiences they are having, because reflection develops professional skill (reflection improves problem solving and elaboration, improves the learning.

Tutor should provide honest but helpful feedback to the problem writer to help improve the case (problem) the next time it is used.

# data[].attributes.body
Most students find lecture style courses attractive as they can do less job to get the credits. They only need to work hard on the quizzes and exams to pass.

Not many students are sociable and they find discussions not effective when you team up with people who are in different knowledge level of the subject and cultural background. Also it is not fair when some team members participate sparingly but get same grades as those who work really hard to facilitate the discussions and research.

Time management is also an issue or them as they have at least 5-6 courses ongoing during each semester, it is very difficult to spend 3-4 discussion sections each week to work on the PBL course and monitor online informal chats in social media.

Students demand lectures in return for their fees, They prefer to listen to the lecturer for 2 hours and gain more knowledge with less work input rather than self-directed learning by browsing on the internet and library during self study hours. All students have different comprehensive or communication skills, some understand the problem too quickly than others, So the time management should be set

Distractions during web-browsing adversely affects progress of the self directed learning. Student's maturity and the age of students matter a lot!

Students are interested during PBL  discussions, but their interests are not sustained

A  variety of resource material is required and often limited by budget restrictions.

Lack of conducive learning environment.

# data[].attributes.body
Initiating new ideas and teaching methods require a change in perception from faculty and institute management.

Recommended to conduct periodical training programs that specialize coordinators and tutors better.

# data[].attributes.body
Format; Type; Designing and Evaluation of problem

# data[].attributes.body
Post module tests: Knowledge tests/quizzes, communication, professional and presentation skills

# data[].attributes.headline
Presentation of PBL module in college of medicine, Gulf Medical University - UAE

# data[].attributes.subject
Presentation of PBL module in college of medicine, Gulf Medical University - UAE

# data[].attributes.body
Virtual patient interaction has been used as a problem trigger in the PBL modules for the MBBS program.

Click on the presentation

# data[].attributes.body
I was immensely encouraged by the peer feedback provided by other MOOC group members. This made our team more energetic and committed to improve quality of our assignments. Of course our assignments were not summarized adequately. We have realized that we need to summarize and improve our assignment quality to make it more interesting.

# data[].attributes.body
I take this opportunity for the instructors and research team of Maastricht University for providing me an opportunity to learn the most sophisticated learning methodology using the most innovative learning platform.
I have derived the maximum benefits out of this training. Hat's off to all my team members of Asians in University Education group. THANK YOU EVERY ONE !
Special Thanks to Dr.Ram Prasad for introducing me to Maastricht University training program.