1. The Role of Technology in Support of Problem-Based Learning in Online Learning Environments Yu-Chun Kuo Andrew Walker

2. Purpose An attempt to integrate problem-based learning (PBL) into online learning environment emerges in the recent studies Distributed problem-based learning (dPBL) The role of communication technology in mediating PBL The distortion of PBL processes used in face-to-face small- group work

3. Literature Review Problem-based learning:  Student-centeredness  Teachers as facilitators  Small groups ranging from five to eight or nine students  Presentation of ill-structured problems  Self-directed learning

4. Literature Review The role of technology PBL does contribute to a set of positive learning outcomes dPBL appears to be as effective as PBL used in traditional classroom learning

5. Methods This study includes reports by searching different databases using the combination of keywords: problem-based learning plus online, web-based, or distance.

6. Methods Combinations of keywords PBL & onlinePBL & web- based PBL & distance Number of papers461016

7. Results Most of the online PBL courses were designed based on the critical elements of PBL defined by Barrows (1986, 1996, 2002), except for the requirement of a small group dPBL is not strict on the rule of small groups ranging from five to eight or nine students

8. Results POLARIS ACT (asynchronous conferencing tool) CAOS (the Case Analysis in Organizational Situations) Challenge FRAP (Form for the Recording of the Analysis of Problems)

9. Implications Systems/tools are found to be designed for specific purposes For a successful dPBL, a combination of synchronous and asynchronous deliveries might be helpful, compared to using either one of them alone Generally, a more strict structure of problem-solving process is suggested in online PBL