The Role of Technology in Support of Problem-Based Learning in Online Learning Environments

Yu-Chun Kuo

Andrew Walker

Purpose

An attempt to integrate problem-based learning (PBL) into online learning environment emerges in the recent studies

Distributed problem-based learning (dPBL) The role of communication technology in mediating PBL The distortion of PBL processes used in face-to-face small-gr

oup work

Literature Review

Problem-based learning: Student-centeredness Teachers as facilitators Small groups ranging from five to eight or nine students Presentation of ill-structured problems Self-directed learning

Literature Review

The role of technology PBL does contribute to a set of positive learning outcomes dPBL appears to be as effective as PBL used in traditional cla

ssroom learning

Methods

This study includes reports by searching different databases using the combination of keywords: problem-based learning plus online, web-based, or distance.

Methods

Combinations of keywords

PBL & online PBL & web-based

PBL & distance

Number of papers 46 10 16

Results

Most of the online PBL courses were designed based on the critical elements of PBL defined by Barrows (1986, 1996, 2002), except for the requirement of a small group

dPBL is not strict on the rule of small groups ranging from five to eight or nine students

Results

POLARIS ACT (asynchronous conferencing tool) CAOS (the Case Analysis in Organizational Situations) Challenge FRAP (Form for the Recording of the Analysis of Pr

oblems)

Implications

Systems/tools are found to be designed for specific purposes For a successful dPBL, a combination of synchronous and as

ynchronous deliveries might be helpful, compared to using either one of them alone

Generally, a more strict structure of problem-solving process is suggested in online PBL