Recommendations for Designing and Implementing Distributed Problem-Based

Learning

Jerome D. ScriptureThe American Journal of Distance Education

Vol. 22, No. 4, October-December 2008

Steps in dPBL

• Problem Development

• Inquiry and Investigation

• Solution

• Debriefing

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dPBL

• Pure system or hybrid system

• Is there instructor driven discussion and coursework?

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dPBL Abilities

• The setting is adaptable due to asynchronous collaboration

• Synchronous collaboration is possible literally around the world

• Members of the group may go on learning together after the course if collegiality has been created

dPBL Difficulties

• Projects may take more time, especially the solution phase

• Teachers may step in before the group really needs assistance

• Technology can’t substitute for teamwork

• Group members may have anxiety about being judged by the group or instructor

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Review of the Literature

• The PBL teaching method has been applied to distance education, but there is a need to explore the methods employed and encouraged by experienced designers producing education for the virtual environment

Study Design

• A phenomenological study

• 10 designers

• Telephone interview with a semi-structured formula

• One half to two hours in duration

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Research Hypothesis

• “What are the best practices that instructional designers of dPBL recommend?”

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Validity and Reliability

• Transferability

• Triangulation

• Deep comprehension of the phenomenon

• Subject selection

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Research Findings

• Optimal group size three to six team mates

• Best duration of class 12 weeks

• Duration of each meeting

• Process recommendations

• Direction of activities

• Concise outline of evaluation process

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Individual Recommendations

• Organizing and facilitating

• Course design

• Responsibility

• Structure

• Support

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Conclusions

• Ten recommendations

• Blended model preferred

• Participant awareness of the dPBL model

• Further research

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