Understanding Stress in a Trans-Generational Problem-Based Learning Setting
William Doane, Joette Stefl-Mabry, University at Albany, United States
Society for Information Technology & Teacher Education International Conference, in Las Vegas, Nevada, USA ISBN 978-1-880094-64-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This paper reports on self-reported conflict, confusion, and anxiety levels among undergraduate and graduate students enrolled in courses during spring 2007 based on a trans-generational model for teaching and learning developed at the University at Albany, State University of New York. Project teams worked to develop Web-based instructional tools for use by K-12 students. University students were asked to reflect weekly on their collaboration and to estimate the levels of conflict, confusion, and anxiety within their project team. These estimates shed light on the aspects of the course students found most stressful as well as differences between undergraduate and graduate student perceptions of the collaboration experience.
Doane, W. & Stefl-Mabry, J. (2008). Understanding Stress in a Trans-Generational Problem-Based Learning Setting. In K. McFerrin, R. Weber, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2008--Society for Information Technology & Teacher Education International Conference (pp. 2938-2942). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE).