DOI: 10.5716/2251-1814_EeL43
Authors: Janani Thevananth
| Abstract:This paper describes a blended learning environment that was developed for a course at the Asian women university, Bangladesh. It also describes an exploration of the use of a technology-enabled problem-based-learning approach undertaken with a group of second year students.This study expresses the issues and implications of blended learning and teaching, with a special interest in developing a model for using a problem based learning (PBL) approach to teaching. As stated by Kolmos & Graff (2003), the label `PBL' is used to cover an amazing diversity of educational practices. Critical differences between practices are described by e.g. Barrows (1986), who mention the teacher vs. learner directedness as one important way of distinguishing.
The study is carried out with a qualitative and ethnography-inspired methodology among undergraduate students at the Asian University for Women in Bangladesh. In focus of the evaluation of the experiment and learning design is a learning cycle with three phases: conceptualization, construction, and dialogue. This approach is tested as a new model of blended learning and teaching for students in introductory computer programming. |
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