Problem-based learning (PBL) in virtual space: developing experiences for professional development

This book reports the outcomes of an investigation into discovering the qualitatively different ways that students’ experience of Problem-based learning (PBL) in virtual space. PBL is increasingly being used in many fields including engineering education. At the same time many engineering education providers are turning to online distance education. Unfortunately there is a dearth of research into what constitutes an effective learning experience for adult learners who undertake PBL instruction through online distance education. Data was collected from a course, which adopted the PBL strategy and was delivered entirely in virtual space. Students were asked to respond to open-ended questions designed to elicit their learning experience. Data was analysed using the phenomenographical approach. Five qualitatively different ways of experiencing PBL in virtual space were discovered. Results indicate that the design of students’ online learning experience was responsible for making students aware of deeper ways of experiencing PBL in virtual space. The outcomes imply pedagogical strategies can be devised for shifting students’ focus as they engage in virtual PBL