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| Titel: |
Blended problem-based learning for teacher education: lessons learnt |
| Auteur: |
Donnelly, Roisin |
| Verschenen in: |
Learning, media and technology |
| Paginering: | Jaargang 31 (2006) nr. 2 pagina's 93-116 |
| Jaar: |
2006-06-01 |
| Inhoud: |
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. |
| Uitgever: |
Routledge |
| Bronbestand: |
Elektronische Wetenschappelijke Tijdschriften |
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