Distributed Problem-Based Learning in Social Economy--Key Issues in Students' Mastery of a Structured Method for Education

Abstract

This paper describes students' use of distributed problem-based learning (dPBL) in university courses in social economy. A sociocultural framework is used to analyze the actions of students, focusing their mastery of dPBL. The main data material consists of messages written in an asynchronous conferencing system. Results from the study suggest that when students engage in dPBL they take responsibility for their learning by creating necessary artifacts. Students gradually establish mutual agreement among the group members using a highly conversational approach. Establishing function on a group level is crucial for mastery of dPBL. When students comment on other students' work they exchange feedback in a collegial manner. Commenting on each other's comments promotes community building in a way that fosters reciprocity as well as engagement.