INTRODUCTIONThis 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."In this chapter we delineate the field of OPBL, with a particular emphasis on the interlocking of theory and practice. This will be supported by illustrations of OPBL from the perspectives of both tutors and students on two current modules in higher education. A first section in the chapter will explain the main concepts of PBL and explore the implications that recent information and communication technologies (ICTS) have on to it. Then the key differences between the traditional and online environment of PBL will be specified. The chapter will continue with a consideration of suitable technologies and media choices available in a rapidly changing field today. Following on from this, will be a presentation of two case studies on implementing online PBL in both a blended and a distance learning environment.Finally, the chapter will conclude with a summary of the theoretical and empirical aspects of this field and a contemplation of implications for the future. BACKGROUND: FROM FACE-TO-FACE TO ONLINE PBLProblem-based learning (PBL) is a comprehensive approach to learning environments, curriculum, learning, studying and teaching. It is grounded in experiential, collaborative, contextual and constructive theories of learning, and it has clear points of convergence with processes of everyday learning and action. PBL can be used in many formats, such as small-group tutorials, problem-based lectures, largegroup case method discussion, and problem-based laboratories (Kaufman, 1995).However, it is used most commonly in small groups with a facilitator. There have been oft-cited multi purposes to PBL, with these mainly being cognitive effects on students' learning: increased retention and higher comprehension of knowledge (Albanese & Mitchell, 1993), and in the literature, there are examples that PBL is a valid and valuable means of increasing student learning in any online class where higher-order learning is desirable (Ronteltap & Eurelings, 2002). Further benefits of online PBL are the development of self-directed learning skills, and the enhan...
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