‘Not too much facilitation going on ’- Issues in Facilitating Online Problem-Based Learning in Academic Development

This research examines online Problem-Based Learning (PBL) in Academic Development (AD). Research shows limited application of PBL within AD, with no evidence of online PBL in accredited provision aimed at connecting participants, and enabling collaborations from different PgCert programmes across the UK. This study investigates whether collaborative learning in AD can be enabled and practised beyond institutional, geographical and temporal boundaries, through the application of a structured PBL approach with the use of Web 2.0 technologies. A small scale trial was carried out with academic developers and individuals who teach or support learning across UK HE institutions. During the trial, participants were asked to complete an online PBL task in groups supported by PBL facilitators. Phenomenography was adopted as a methodology and approach for data collection and analysis to capture the different ways in which participants experienced the online PBL trial on a PgCert programme. Findings indicate that online PBL has the potential to connect PgCert participants using Web2.0 technologies for online collaboration. This paper focused on the findings linked to facilitation. Further research is required to create a more robust framework to enhance facilitation and participants ’ online experience, motivation and engagement