Abstract

This research study explores the extent to which a custom-developed Problem-based Learning software application enhances the transfer of problem-solving skills in the Learning Team Project component of a business research methods course at the University of Phoenix Online Campus. The study was conducted to enhance classroom practice as well as in partial fulfillment of the Internship requirements of the Graduate School of Education of George Mason University. Using test and control groups, the study looks at learner final exam scores along with problem-solving self-efficacy scores pre- and post-project, and post-project self-assessment of learning gains scores to explore project method effect via Analysis of Variance. Results indicate that while project method does significantly affect final exam scores, it has no significant affect on learner problem-solving self-efficacy and a significant affect on only some aspects of learning gain self-assessment, particularly in terms of resource availability and communication of project requirements. Though not generalizable, these results offer opportunities for further research into the effectiveness of multimedia-based Problem-based Learning in an online environment.