Document Type



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



Publication Details

Innovations in Education and Training International 2011


The central idea of this study is using blended problem-based learning (PBL) in an academic development context with key roles emphasised: academic staff in the role of students and the academic developer as the tutor. The context is a module entitled „Designing eLearning‟ on a postgraduate programme for academic staff in Ireland. It is acknowledged that an e-learning literature exists that calls for more effective use of technology. Part of that exploration of e-learning value requires a refocusing on pedagogy. Increasingly PBL is one of the pedagogies associated with the learning technologies available to educators today. Data was collected from face-to-face PBL tutorials, transcripts of online discussion boards, focus groups and student reflective papers generated over two years and involving all the participants (17) who chose to undertake the module as part of their professional development. The findings highlight key issues for the complex role of the PBL tutor in further understanding the blending of traditional PBL with the technologies afforded by e-learning.