PBL.2.0: Blended learning for an interactive, problem-based pedagogy

Abstract

Context and setting In 2006, a standard learning management system (LMS) was adapted to support self-directed learning within an integrated, problembased learning (PBL) curriculum for undergraduate Bachelor of Dental Surgery students. Initially, PBL enquiry materials were archived on the LMS as digital learning objects for self-directed learning following the first tutorial. This asynchronous application did not support the increased need for synchronous accessing of in-house and open-access digital resources during face-to-face tutorials. Although the increased use of laptops in tutorials initially addressed this problem, it also contributed to some fragmentation of the group process. Curriculum developers sought a more group-oriented, technologically interactive solution. Why the idea was necessary Digital learning objects for PBL scenarios are increasingly used to stimulate student discussion, increase interest and engage ‘tech-savvy’ Net Generation learners. However, PBL facilitators and students reported that the increased use of individual laptops to access these digital resources led to some fragmentation of PBL discussions. Thus, we recognised the need to move from a digital repository approach towards an interactive blending of technology within face-to-face tutorials, but needed to establish how this progression might be supported and resourced. What was done In 2009, interactive whiteboards (IWBs) were introduced to small-group, problembased tutorials. The aims were: (i) to integrate learning technologies with face-to-face teaching to support group access to both in-house and openaccess digital resources, and (ii) to further enhance the group knowledge construction process through utilising the IWB features. Such features included enhanced visualisation and analysis facilitated by the IWB’s ability to display and manipulate digital objects, as well as to annotate, save and share images. Interactive whiteboards were installed in all PBL tutorial rooms and IT support was provided for all students and facilitators. Year 1 students (n = 55) received additional workshops and IWB support. The project evaluation strategy included the adoption of an interactional ethnographic methodology to analyse student engagement. Evaluation of results and impact The interactional ethnographic approach, which focused on classroom interaction (video) and learning artefacts, facilitated the exploration of knowledge construction both within specific contexts and over time. Analysis was based on 4 hours of learning activities undertaken by a Year 1 undergraduate PBL group (n = 8). This group was video-recorded on three occasions during the same week. These included the first tutorial (T1) with a facilitator, a self-directed learning discussion (directly following T1) without a facilitator, and a second tutorial (T2) with a facilitator. Event mapping focused on student engagement with digital materials. Corresponding talk was transcribed using Transana . Three key findings were: (i) the group accessed a range of in-house and open-access digital materials to support learning within and across all phases of a problem cycle; (ii) the use of learning objects and online resources within a problem cycle supported enquiry learning and the discursive shift in student talk from a stimulus for hypothesising in relatively lay terms in the first tutorial to evidence for making final hypotheses with greater control of medical discourse in the second tutorial, and (iii) the integration of faceto-face and virtual modalities through the use of an IWB within the tutorial was seamless and supported whole-group engagement in the problem process.