Harmonizing technology with interaction in blended problem-based learning

Donnelly, Roisin. “Harmonizing Technology with Interaction in Blended Problem-Based Learning.” Computers & Education 54.2 (2010): 350-359.

Donnelly, R. (2010). Harmonizing technology with interaction in blended problem-based learning. Computers & Internet, 54(2), 350-359.

Abstract
This paper discusses the harmonizing role of technology and interaction in a qualitative study on blended problem-based learning within the context of academic development in higher education. Within this setting, and as both designers and tutors in blended PBL, it is important to seek best practices for how to combine instructional strategies in face-to-face and computer-mediated environments that take advantage of the strengths of each and avoid their weakness. A qualitative study of the lived experiences of 17 academic staff participants in a blended problem-based learning module was considered likely to provide a much-needed analysis of current thinking and practice on the potential of interaction in this form of professional academic development in higher education. Specific aspects of interaction (technical, peer, content and the learning experience) within blended problem-based learning tutorials are analyzed to provide research-based information about the realities of delivering a PBL program using technology. The study argues that the intersection of PBL and learning technologies can offer different ways of teaching and learning that require exploration and reflection of pedagogy and technology as in integrated approach that must work effectively together. The synergy from the collaborative blended PBL approach is this module could result in the coherent and comprehensive provision of training support and research throughout higher education institutions.

Summary

Researchers have said that a key part of learning involves students interacting. In this study, interacting is “defined as reciprocal events that require at least two objects and two actions. Interactions occur when the objects and events mutually influence one another” (352). The researchers hope to “establish the factors that govern the success of interaction in blended problem-based learning” (353).

The results can be broken down into two themes of harmonization in the interactions and the technology components of the course supporting those interactions.

The harmonization of interactions is needed because some students find it difficult to keep switching from the different forms of communication and are unclear on how to continuously switch from online to face to face in the classroom. It is important to create a careful balance and harmonization to bring together these two environments together to form one unified course. This can be achieved by created a sense of community between the class members. One challenge to creating a community is that online, students sometimes worry how others will perceive them.

Studies have shown that the important part of interaction online is the interpersonal aspect, which can come in the form of feedback, encouragement and motivational assistance. This helps students to have higher satisfaction and increased interactions online. Even with all of these positive findings from previous studies, there are still some challenges to the online blended environment with trying to write out everything in a way that creates the least amount of misunderstandings as possible. Also, some people weren’t sure which environment they should use to talk about different items. Getting the hang of this balance requires the learners have self-discipline and learn how to learn in the new online environment.

There are various types of technology used help to support and enhance these online interactions. Asynchronous discussions were generally viewed as helpful, but at times led to information overload. Chat rooms received mixed feelings, with participants saying the chat rooms created “’immediacy and connection’” while others said it was a “’disappointing’” experience (357). A major of participants agreed that the online reflective journals were helpful.