Document Type

Conference Paper

Rights

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

Publication Details

EISTA 08 Conference, Orlando, June, 2008.

Abstract

A hugely important area in any form of PBL delivery is the role of the instructor; in a blended learning environment, it is even more crucial. Hughes and Daykin (2002) have suggested that a move to online delivery needs a greater attention to design and development of facilitator skills than has been previously recognised. A blended module for faculty, delivered using a problem-based learning approach, is the setting for continuing research into the transformative role that an instructor can play during the learning process. Coppola, Hiltz and Rotter (2001) identify a number of roles played by instructors in e-learning, but focus on three particularly crucial ones: the cognitive, managerial and affective roles. This research explores these in the light of blended PBL.

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