ABSTRACT
The use of problem-based learning (PBL) as a teaching and learning strategy has been well accepted in vocational degrees such as medical sciences, education, and law. However, the use of problembased learning in the natural sciences has been more recent and has experienced varying degrees of success (Harland, 2002; Lobry de Bruyn and Prior, 2001a,b; Trevitt and Sachse-Akerlind, 1994). An even more recent development has been that of online instruction, and the use of computer-mediated communications in the delivery of distributed problem-based learning (dPBL) exercises.1 Both educational developments, use of problem-based learning and online delivery of units, have arisen from the perceived need to diversify university teaching approaches to produce more competent graduates who can support the rapid changes occurring in the workplace. Since graduates are expected to have a range of skills and competencies along with the knowledge base to support them in the workplace, the natural sciences have often focused on the problem-solving aspect of problem-based learning to teach students about conflict resolution, negotiating change, and working cooperatively in teams (Touval and Dietz, 1994). In addition, PBL is an excellent teaching strategy that has the ability to strengthen and develop student competencies in the areas of information literacy, communication, self-directed learning, and solving “real-world” problems (Boud and Feletti, 1997). PBL is a learning approach that allows the integration of knowledge acquisition and teaching strategies to actively engage students in the learning
process. Furthermore, online delivery offers distance students the ability to communicate asynchronously with other students to brainstorm, analyze, and redefine the learning issues for the problem-based learning exercise as well as social interaction. Nevertheless, there remains some reticence among students and educators regarding how well the learning strategy and delivery mechanism (problem-based learning and online delivery, respectively) combine. Hence the goals of this chapter are to
1. examine the changes required to the learning environment in order to deliver dPBL;
2. evaluate how effectively dPBL has been in developing a collaborative learning environment and student competencies in the areas of information literacy, communication, self-directed learning, and solving real-world problems;
3. examine strategies and ideas that could improve students’ performance and experience of dPBL; and
4. examine the implications for the teacher of supporting dPBL, especially in courses with large numbers of students and/or with a large proportion of students studying off-campus.
