Online Problem-Based Learning Approach in Higher Education

This chapter begins with a brief review of the history of problem-based learning (PBL) integrated with online learning, and surveys relevant learning theory, including constructivism and cognitivism. Recent case-study research on a postgraduate diploma module in learning and teaching for faculty and lecturers in higher education is then provided to illustrate the key issues for both faculty and students in this evolving area. Emerging trends in combining PBL and online learning are outlined, along with potential opportunity to continue to research the topic in a different light. The chapter concludes with an overview of the research area, aspects of which have been confirmed as strengths, and others that have been highlighted for change. Online learning in higher education is a relatively young field that is still being defined as a discipline. As faculty members wrestle with decisions about how to structure online courses for collaborative, connected learning, student perspectives of successful courses can provide valuable insights for decision making. While online learning offers students many advantages over campus-based learning, problems do exist. One such problem is the attrition rate of online learners, brought about in large part by a sense of isolation. One teaching-learning model, which can ameliorate this sense of isolation, is problembased learning.