@inbook{16380b30849c4ebd8c902c163193c23f,
title = "How e-Learning Can Support PBL Groups: A Literature Review",
abstract = "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.",
author = "Dani{\"e}lle Verstegen and {de Jong}, Nynke and {van Berlo}, Jean and Annemarie Camp and Karen K{\"o}nings and {van Merri{\"e}nboer}, Jeroen and Jeroen Donkers",
year = "2016",
doi = "10.1007/978-3-319-08275-2_2",
language = "English",
isbn = "978-3-319-08274-5",
series = "Advances in Medical Education",
publisher = "Springer",
pages = "9--33",
editor = "Susan Bridges and {Ki Chan}, Lap and {E. Hmelo-Silver}, Cindy",
booktitle = "Educational Technologies in Medical and Health Sciences Education",
address = "United States",
}