Problem-based Learning Online

"This book makes a great shot at disentangling the challenge of the diversity of learning technologies and their intricate association with pedagogical approaches. The terms used by the book combining, uniting and interrelationships in some ways underplay the major challenges it poses. Have a good read of it and most importantly try out some ideas." Gilly Salmon, Professor of E-learning & Learning Technologies, Beyond Distance Research Alliance"This [book] represents a significant collection of papers which, I am sure, will help inform the development of an online pedagogy for problem-based learning." Michael Prosser, Director Research and Evaluation, Higher Education Academy"The studies presented in this book are evidence informed and theoretically framed in ways that promise to advance our understanding of these complex areas. This collection will be an invaluable read for anyone involved in PBL and/or e-learning in higher education. " Glynis Cousin, Senior Adviser, Higher Education AcademyProblem-based Learning Onlineis the first book to: Address the current issues and debates about problem-based learning (PBL) online together in one volume Present and explore the range and diversity of application of PBL online Examine questions such as how course design and issues of power influence learning in PBL The book provides research-based information about the realities of setting up and running problem-based programmes using technology in a variety of ways. It also captures the diversity of use of technology with PBL across disciplines and countries, providing vital input into the literature on the theory and practice of PBL online.Contributors:Chris Beaumont, Sian Bayne, Chew Swee Cheng, Frances Deepwell, Sharon J. Derry, Roisin Donnelly, Carolyn Gibbon, Cindy E. Hmelo-Silver, Per Grottum, David Jennings, Ray Land, Karen Lee, Kirsten Hofgaard Lycke, Anandi Nagarajan, Remy Rikers, Frans Ronteltap, Maggi Savin-Baden, Henk Schmidt, Helge I. Stromso, Andy Syson, Kay Wilkie, Wilco te Winkel.

Chris Beaumont is Senior Lecturer, Department of Computing, Liverpool Hope University.

Siân Bayne is Senior Lecturer, Department of Higher and Community Education at the University of Edinburgh.

Chew Swee Cheng is a Lecturer at the Learning Academy, Temasek Polytechnic, Singapore.

Frances Deepwell is a Senior Lecturer, Centre for Higher Education Development at Coventry University.

Sharon J. Derry is Professor of Educational Psychology at the University of Wisconsin-Madison.

Roisin Donnelly is a Lecturer at the Learning and Teaching Centre in the Dublin Institute of Technology.

Carolyn Gibbon is Principle Lecturer for Learning and Teaching, University of Central Lancashire.

Cindy E. Hmelo-Silver is an Associate Professor of Educational Psychology at Rutgers University.

Per Grøttum, is Professor of Medical Informatics at the Faculty of medicine, University of Oslo.

David Jennings is a Lecturer in Educational Development at the Centre for Teaching and Learning, in the School of Education and Lifelong Learning, University College Dublin.

Ray Land is Professor of Higher Education at the University of Strathclyde in Glasgow.

Karen Lee is a Lecturer at University of Dundee Kirsten Hofgaard Lycke is Professor at the Institute for Educational Research, University of Oslo, Norway.

Anandi Nagarajan is a Doctoral candidate at Rutgers University.

Remy Rikers is Assistant Professor at Maastricht University.

Frans Ronteltap is Managing Director of the Learning Lab, which provides support for University of Maastricht.

Maggi Savin-Baden is Professor of Higher Education Research, Coventry University.

Henk Schmidt is Professor of Psychology at Erasmus University Faculty of Social Sciences.

Helge I. Strømsø is Associate Professor at the Institute for Educational Research, University of Oslo.

Andy Syson is Head of Learning Technology, Coventry University.

Kay Wilkie is Director of Learning and Teaching at the School of Nursing and Midwifery, University of Dundee.

Wilco te Winkel is Assistant Professor at Erasmus University, Rotterdam.

List of figures	p. ix
List of tables	p. xi
Acknowledgements	p. xii
Contributors	p. xiii
Introduction	p. xix
Possibilities and challenges	p. 1
The challenge of using problem-based learning online	p. 3
Issues in cyberspace education	p. 14
Institutional perspectives: making PBLonline possible and sustainable	p. 24
Facilitation and mediation	p. 39
Tracing the tutor role in problem-based learning and PBLonline	p. 45
From face-to-face to online participation: tensions in facilitating problem-based learning	p. 61
The academic developer as tutor in PBLonline in higher education	p. 79
Technopedagogy	p. 99
PBLonline: a framework for collaborative e-learning	p. 105
Online learning and problem-based learning: complementary or colliding approaches?	p. 126
Developing expertise in professional practice, online, at a distance	p. 140
Developing technology	p. 155
Digital support for a constructivist approach to education: the case of a problem-based psychology curriculum	p. 159
Tools to empower problem-based learning: a principled and empirical approach to the design of problem-based learning online	p. 174
Analysing the use of communication tools for collaboration in PBLonline	p. 191
Epilogue	p. 210
Glossary	p. 212
References	p. 216
Index	p. 239
Table of Contents provided by Ingram. All Rights Reserved.

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Problem-based Learning Online

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