Action research and distributed problem-based learning in continuing professional education

ABSTRACT In this paper I am concerned with the analysis of the collaborative work and learning experiences of students involved in distributed problem-based learning (dPBL), with a view to beginning to answer the question: “What happens in a dPBL group? ” In order to do this I present two related studies. The rst study examines the way in which a dPBL group develops over the period of its work. I show that there are three distinct, but often simultaneous phases of group development: A long rst phase characterized by negotiation; a second phase where there is division of work and considerable research activity; and a third phase of production. A snap shot of the early negotiation phase is analysed and discussed as a means of indicating some of the dynamics of the group. The second study looks at the ways in which the work of the group implicitly and explicitly helps to develop and sustain it as a “community of learners. ” I identify two characteristics of this group which help explain how it sustains itself as a community of learners: The achievement of milestones, and the negotiation of identity and knowledge. The methodological approach adopted in these studies involves examination of the work of a dPBL group as it occurred online, and the analysis of transcripts of their discussions, debates, activities and shared production. In addition, members of the groups were involved in focused, in-depth interviews about their experience of learning in dPBL contexts. Implications for practice are discussed