E-learning, broadly defined as all it employed to support or improve the learning process of students, is becoming mainstream. Can e-learning also support the learning principles of problem-based learning (pbl)? this chapter focuses on how e-learning has been described to support pbl in groups working either face-to-face or online. A systematic literature search has been conducted. Characteristics of the 151 included studies are described, followed by a description of common ways to support pbl groups as well as examples of more innovative support. Two aspects of the pbl process are often supported: contextual learning and collaborative learning. There are only a few studies that focus explicitly on other aspects, such as support for activation of prior knowledge, cognitive elaboration, structuring and restructuring of information, and self-directed learning (although these aspects are frequently claimed as side effects of computer-mediated communication). Chances and risks of implementing e-learning in pbl settings are discussed, followed by conclusions and future directions.
|Title of host publication||Educational Technologies in Medical and Health Sciences Education|
|Editors||Susan Bridges, Lap Ki Chan, Cindy E. Hmelo-Silver|
|Publication status||Published - 2016|
|Series||Advances in Medical Education|
Verstegen, D., de Jong, N., van Berlo, J., Camp, A., Könings, K., van Merriënboer, J., & Donkers, J. (2016). How e-Learning Can Support PBL Groups: A Literature Review. In S. Bridges, L. Ki Chan, & C. E. Hmelo-Silver (Eds.), Educational Technologies in Medical and Health Sciences Education (pp. 9-33). Springer. Advances in Medical Education, Vol.. 5 https://doi.org/10.1007/978-3-319-08275-2_2