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The nexus of problem-based learning and learning technology: Does it enable transformative practice?

Roisin Donnelly [], Learning, Teaching and Technology Centre
Dublin Institute of Technology
14 Upper Mount Street
Dublin 2, Ireland
Tel +353 1 4027886, Fax +353 1 6767243


This paper describes a qualitative study which took place over a two year period with academic staff engaged on a blended Masters programme delivered with the learning environment based around problem-based learning. At the pedagogical level, transformative practice has the potential to engage students as critical thinkers, by encouraging them to be both participatory and active. By exploring the application of Mezirow's transformative pedagogy framework on blended problem-based learning (PBL), it is hoped that the transformative dimension of this pedagogy is clarified with respect to the role it plays in the development of individuals, Inherent in this is the role given to e-learning technologies, supporting peer-to-peer collaboration in PBL groups as well as learners' autonomy and responsibility for learning.

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e-learning, distance learning, distance education, online learning, higher education, DE, blended learning, MOOCs, ICT, information and communication technology, collaborative learning, internet, interaction, learning management system, LMS,

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