The role of the PBL tutor within blended academic development

The central idea of this study is using blended problem-based learning (PBL) in an academic development context with key roles emphasised: academic staff in the role of students and the academic developer as the tutor. The context is a module entitled ‘Designing e-Learning’ on a postgraduate programme for academic staff in Ireland. It is acknowledged that an e-learning literature exists that calls for more effective use of technology. Part of that exploration of e-learning value requires a refocusing on pedagogy. Increasingly, PBL is one of the pedagogies associated with the learning technologies available to educators today. Data were collected from face-to-face PBL tutorials, transcripts of online discussion boards, focus groups and student reflective papers generated over two years and involving all the participants (17) who chose to undertake the module as part of their professional development. The findings highlight key issues for the complex role of the PBL tutor in further understanding the blending of traditional PBL with the technologies afforded by e-learning. [ABSTRACT FROM PUBLISHER]; Copyright of Innovations in Education & Teaching International 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.)