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Article

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

Publication Details

World Journal on Educational Technology 1, (2009) 06-29. www.world‐education‐center.org/index.php/wjet

Abstract

This paper explores the concept and practice of interaction within a blended problem-based and eLearning module for academic professional development in higher education. A qualitative study spanning two years of the lived experiences of 17 academic staff in a module entitled ‘Designing eLearning’ was considered likely to provide a much-needed analysis of current thinking and practice on the potential of interaction. Relevant constructivist theories are applied to face-to-face problem-based learning (PBL) tutorials, online discussions, focus group interviews and reflective papers. For designers and tutors in blended PBL, it is important to seek best practices for how to combine instructional strategies in classroom and computer-mediated environments that take advantage of the strengths of each and avoid their weaknesses. Specific aspects of interaction (technical, peer, content and the learning experience) within blended PBL tutorials are explored to provide research-based information about the realities of delivering a PBL module using a variety of relevant and authentic learning technologies.

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