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This chapter is aimed at supporting academic staff in universities and colleges who have begun or are considering introducing online problem-based learning (OPBL) for students’ learning. OPBL is a promising combination of pedagogical innovations and technological solutions which support and enhance each other. In this chapter we will examine the perceptions present in higher education today, which are connected with the development within the research fields of e-learning and problem-based learning. This chapter is based on the recent and extensive emergence of literature on online learning and the success of problem-based learning (PBL). Traditionally, PBL has usually been conducted in a face-to-face setting. Whilst there is a growing researchbase in the area (Donnelly, 2005; Koschmann, 2002; Portimojärvi, 2006; Uden, 2005;Valaitis et al., 2005), it is fair to say that less is still known about the use of PBL in the electronic-based distance-education "virtual classroom.”
Donnelly, R., & Portimojärvi, T. (2008). Shifting Perceptions within Online Problem-based Learning. In P.L. Rogers, G.A. Berg, J. Boettcher, C. Howard, L. Justice & K. Schenk (Eds.), Encyclopaedia of Distance Learning. 2nd Edition. Hershey, PA: Idea Group Inc. 2008.