%0 Journal Article
%T Embedding interaction within a blend of learner centric pedagogy and technology
%A Roisin C. Donnelly
%J World Journal on Educational Technology
%D 2009
%I Academic World Education and Reseach Center
%X This paper explores the concept and practice of interaction within a blended problem©\based and eLearning module foracademic professional development in higher education. A qualitative study spanning two years of the lived experiences of17 academic staff in a module entitled ¡®Designing eLearning¡¯ was considered likely to provide a much©\needed analysis ofcurrent thinking and practice on the potential of interaction. Relevant constructivist theories are applied to face©\to©\faceproblem©\based learning (PBL) tutorials, online discussions, focus group interviews and reflective papers. For designers andtutors in blended PBL, it is important to seek best practices for how to combine instructional strategies in classroom andcomputer©\mediated environments that take advantage of the strengths of each and avoid their weaknesses. Specificaspects of interaction (technical, peer, content and the learning experience) within blended PBL tutorials are explored toprovide research©\based information about the realities of delivering a PBL module using a variety of relevant and authenticlearning technologies
%K computer©\mediated communication
%K cooperative/collaborative learning
%K interactive learning environments
%U http://www.world-education-center.org/index.php/wjet/article/view/122/46