Transforming traditional lectures into problem-based blended learning: challenges and experiences

Dalsgaard, Christian and Mikkel Godsk. “Transforming Traditional Lectures into Problem-based Blended Learning: Challenges and Experiences.” Open Learning 22.1 (2007): 29-42.

Dalsgaard, C. & Godsk, M. (2007). Transforming traditional lectures into problem-based learning: Challenges and experiences. Open Learning, 22(1), 29-42.

Abstract
This paper presents our experiences and the challenges identified in transforming traditional lecture-based modules at a university into problem-based learning within a social constructivist approach. Our experiment was, among other factors, motivated by an urgent need to meet new curriculum requirements by reducing the lecturing time in a graduate course on the subject of human-computer interaction. The results indicate that it is possible successfully to transform traditional modules into problem-based blended learning using a social constructivist approach, and moreover reduce lecturing time, support repetition and support educational differentiation.

Summary
The social constructivist approach suggests that learning is “an active, social process in which individuals actively construct knowledge within the social environment” (30). Additionally, previous studies show how having a goal is important for learning. A good way to put this goal oriented framework to use is by having the course goal be to solve a problem. A lecture is not interactive in that a student mostly listens while the answers are given to them. A problem based blended learning course allows for students to have high levels of interaction and actively work with the course materials to solve problems.

A traditional course can be changed into a problem based blended course by changing the content to focus “in terms of problems, questions and activities” (23). The in class lecture time shifts to become a “narrative”, “provide an overview” and work as “an introduction to the assignment” instead of providing all of the information (34). The students then work solving the assignments through various online tools. The teacher role shifts to become more of a guide for the students.

Results from the study who that the most useful tools for the students were first the hard-copy curriculum texts, then the interactive Flash-based learning materials, the PowerPoint presentations, and finally the fourth most useful tool was the lecture. Results shows that students gained in knowledge and understanding of the covered topics by the end of the blended course.

This study also shows that a reduction in time spent in face-to-face lectures did not have a negative impact of students’ learning since students performed better in the blended course. Students did use the repetition technique and many would review the lecture PowerPoints after the lectures were given. Educational differentiation was also supported through students using a wide variety of resources and tools to solve the same assignment and students asking specific questions.