ABSTRACT
In this paper we describe our approach for supporting the use of the problem-based learning (PBL) method in virtual learning environments. We identify two key difficulties. Firstly, neither learners nor tutors, who are used to more traditional methods of teaching, know exactly what to expect from PBL or how to behave appropriately within their new roles. Secondly, these problems are compounded by having to interact within a socially unfamiliar computer-based learning environment. We frame these difficulties in terms of schema theory which suggests that people behave and know what to expect from situations according to mentally represented scripts describing the typical course of events. We apply computational descriptions of these scripts, i.e. PBL-protocols, which guide and control social interaction in virtual PBL groups according to (a) the phase of the learning process and (b) the specific roles of tutor, learner and expert; three roles which are typically distinguished in the problem-based learning method. The PBL-protocols restrict the type of contributions allowed for each role type for each phase of the PBL learning process. We describe the implementation of the PBL-protocols in the CROCODILE virtual learning environment, and discuss results and implications of an early pilot study.
