Insufficient technical support, infrastructure, and resources negatively impacted uptake and learning outcomes of educational technologies in PBL¶

Claim · All claims
Evidence · 1 study · review r3 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Insufficient technical support, infrastructure, and resources were seen as impacting negatively on uptake and learning outcomes in PBL technology implementations. → Jun J 2014

Evidence¶

Jun J 2014¶

Jun J, Bridges SM. (2014). Educational Technologies in Problem-Based Learning in Health Sciences Education: A Systematic Review. Journal of Medical Internet Research. https://doi.org/10.2196/jmir.3240

q2 · i? · review · r3

Across the 28 reviewed studies, the review identifies implementation failures attributable to inadequate support and infrastructure. The conclusions state that "insufficient technical support, infrastructure, and resources were seen as impacting negatively on uptake and learning outcomes."

"Insufficient technical support, infrastructure, and resources were seen as impacting negatively on uptake and learning outcomes."

Discussion¶

Related Claims¶

• Educational technologies in PBL show generally positive effects on student learning in health sciences education — related
• Leaders report negative perceptions of technology centring on poor interoperability, data availability problems, and resource limitations — related
• Infrastructure and access constraints were reported in 18 of 54 studies (33%) as the second higher-order technical limitation category — related
• Resource mismatch, missing incentives, and discontinuous post-training support constrain the sustainability of training transfer — related
• Infrastructure, connectivity or limited access is the most frequent barrier (45.2%) to digitally supported teacher education — related
• Technical issues (login scanning, internet connectivity, projector setup, and glitches) frustrated students and created a significant barrier to playlist implementation — a narrower finding that bears on this claim
• VR/AR implementation challenges fall on three fronts: learner distraction and discomfort, teacher classroom-management and design burdens, and school cost and infrastructure limits — related
• Reported barriers to immersive and VP-based communication training include limited authenticity of non-verbal interaction, unrealistic student perceptions, high institutional resource requirements, technical challenges, and scalability constraints — related