Document Type

Article

Rights

Available under a Creative Commons Attribution Non-Commercial Share Alike 4.0 International Licence

Disciplines

*pedagogy

Publication Details

Computers and Education, Vol. 54, 2, 2009, pp.350-359

Avilable from the publisher http://dx.doi.org/10.1016/j.compedu.2009.08.012

Abstract

This paper discusses the harmonizing role of technology and interaction in a qualitative study on blended 22 problem-based learning within the context of academic development in higher education. Within this 23 setting, and as both designers and tutors in blended PBL, it is important to seek best practices for how 24 to combine instructional strategies in face-to-face and computer-mediated environments that take 25 advantage of the strengths of each and avoid their weaknesses. A qualitative study of the lived experi- 26 ences of 17 academic staff participants in a blended problem-based learning module was considered 27 likely to provide a much-needed analysis of current thinking and practice on the potential of interaction 28 in this form of professional academic development in higher education. Specific aspects of interaction 29 (technical, peer, content and the learning experience) within blended problem-based learning tutorials 30 are analysed to provides research-based information about the realities of delivering a PBL programme 31 using technology. The study argues that the intersection of PBL and learning technologies can offer dif- 32 ferent ways of teaching and learning that require exploration and reflection of pedagogy and technology 33 as in integrated approach that must work effectively together. The synergy from the collaborative 34 blended PBL approach in this module could result in the coherent and comprehensive provision of train- 35 ing, support and research work throughout higher education institutions.

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