Blended problem‐based learning for teacher education: lessons learnt

Donnelly, Roisin (2006) Blended problem‐based learning for teacher education: lessons learnt. pp. 93-116. ISSN 17439884

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Abstract

This paper explores case study research of the group process for teachers as learners in an Online Learning Module delivered in a blended problem‐based learning (PBL) environment. Blended learning, as the name suggests, consists of a blend of at least two pedagogical approaches: within the context of this research, blended learning is the integration of the PBL face‐to‐face learning in a classroom with an e‐learning environment. The 10‐week module was part of an accredited Postgraduate Diploma in Third Level Learning and Teaching for academic staff (lecturers, librarians, learning technology support staff) from a range of higher education institutions in the Republic of Ireland. This Postgraduate Diploma attracts academic staff keen to experience and implement a variety of pedagogical approaches within their own teaching. Over the four years of the module’s existence, there have been a wide variety of subject disciplines in higher education represented. This paper shares experiences and lessons learnt from the case study, and provides a set of recommendations for other teachers pursuing this form of blended PBL with students. [ABSTRACT FROM AUTHOR]; Copyright of Learning, Media & Technology is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Item Type: Article
Additional Information: Donnelly, Roisin 1; Email Address: roisin.donnelly@dit.ie; Affiliation: 1: Dublin Institute of Technology, Republic of Ireland; Source Info: Jun2006, Vol. 31 Issue 2, p93; Subject Term: BLENDED learning; Subject Term: PROBLEM-based learning; Subject Term: TEACHER education; Subject Term: EMPLOYEE training; Subject Term: FACE-to-face communication; Subject Term: EDUCATIONAL innovations; Subject Term: HIGHER education; Subject Term: EDUCATION -- Research; Subject Term: IRELAND; NAICS/Industry Codes: 611710 Educational Support Services; NAICS/Industry Codes: 611699 All Other Miscellaneous Schools and Instruction; NAICS/Industry Codes: 923110 Administration of Education Programs; NAICS/Industry Codes: 611430 Professional and Management Development Training; Number of Pages: 24p; Illustrations: 1 Diagram, 1 Chart; Document Type: Article
Uncontrolled Keywords: BLENDED learning; PROBLEM-based learning; TEACHER education; EMPLOYEE training; FACE-to-face communication; EDUCATIONAL innovations; HIGHER education; EDUCATION -- Research; IRELAND
Depositing User: National Forum
Date Deposited: 05 Dec 2015 08:41
Last Modified: 05 Dec 2015 08:44
URI: http://eprints.teachingandlearning.ie/id/eprint/3905

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