How e-Learning Can Support PBL Groups: A Literature Review

Daniëlle Verstegen, Nynke de Jong, Jean van Berlo, Annemarie Camp, Karen Könings, Jeroen van Merriënboer, Jeroen Donkers

Research output: Chapter in Book/Report/Conference proceedingChapterAcademic


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.
Original languageEnglish
Title of host publicationEducational Technologies in Medical and Health Sciences Education
EditorsSusan Bridges, Lap Ki Chan, Cindy E. Hmelo-Silver
ISBN (Electronic)978-3-319-08275-2
ISBN (Print)978-3-319-08274-5
Publication statusPublished - 2016

Publication series

SeriesAdvances in Medical Education


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