Analysis of the Transformative Potential of Blended Problem-based Learning in Higher Education Faculty Development

Donnelly, R. (2008) Analysis of the Transformative Potential of Blended Problem-based Learning in Higher Education Faculty Development. [Conference Proceedings]

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Abstract

A hugely important area in any form of PBL delivery is the role of the instructor; in a blended learning environment, it is even more crucial. Hughes and Daykin (2002) have suggested that a move to online delivery needs a greater attention to design and development of facilitator skills than has been previously recognised. A blended module for faculty, delivered using a problem-based learning approach, is the setting for continuing research into the transformative role that an instructor can play during the learning process. Coppola, Hiltz and Rotter (2001) identify a number of roles played by instructors in e-learning, but focus on three particularly crucial ones: the cognitive, managerial and affective roles. This research explores these in the light of blended PBL.

Item Type: Conference Proceedings
Additional Information: Donnelly, Roisin; Proceedings Paper
Depositing User: National Forum
Date Deposited: 08 Dec 2015 20:39
Last Modified: 08 Dec 2015 20:39
URI: http://eprints.teachingandlearning.ie/id/eprint/3912

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