Considering modes of delivery in blended PBL: a literature-based approach

Authors

  • Emilia Idris Emilia Idris
  • Bee Leng Chua
  • Doris Choy

DOI:

https://doi.org/10.14742/apubs.2022.53

Keywords:

problem based learning, blended learning, blended PBL, instructional design

Abstract

The COVID-19 pandemic had accelerated Blended Learning in many institutions worldwide, catapulting it into a now permanent spot in the school curriculum in many higher learning institutions. However, given the infinite permutations in blended learning, it is not surprising that it has led to contradictory student outcomes and learning experiences. Research has suggested the combination of Problem-based learning and blended learning can lead to constructivist learning environments that promote 21st century skills such as innovative uses of technology, problem-solving and collaborative skills. However, there is little to guide educators in the design of blended PBL. One design consideration is the choice of delivery modes. In this presentation, the literature is explored for the essential instructional components in PBL, and the modes of delivery that best support them. This could be offered as a starting point to support lesson designers approaching blended PBL.

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Published

2022-11-18