Using Technology to Support Problem-Based Learning

Abstract

Discussions relevant to pedagogy and instructional design often entail their impact upon the belief and cognitive systems of learners, knowledge transfer and meaningful change in efforts to organize, facilitate and evaluate learning activities in classroom contexts. Recently learning systems have undergone a demonstrable shift in focus from those based on directive approaches to constructivist concepts and practices as they evolve from activities comprising problem-based learning (PBL). Consistent with this pedagogical shift has been a shift in technology. Technological applications that are robust, interactive and self-directed are promoted. This study investigates PBL as a vehicle for change in which learners become active constructors of knowledge via group-based, collaborative endeavors. Additionally, the study illuminates the critical junctures at which PBL as a technological tool, impacts the beliefs of graduate students and ultimately their classroom practice.