Blended problem-based learning for teacher education: Lessons learnt

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 modules 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.