The Alliance of Problem-Based Learning, Technology, and Leadership

The Alliance of Problem-Based Learning, Technology, and Leadership

Timo Portimojärv (University of Tampere, Finland) and Pirjo Vuoskoski (Mikkeli University of Applied Sciences, Savonlinna, Finland)
Copyright: © 2009 |Pages: 17
DOI: 10.4018/978-1-59904-814-7.ch015
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This chapter will illustrate a combination of problem-based learning (PBL), information and communication technologies (ICT), and leadership in the context of health care education. It is argued that they form a coherent alliance that meets the challenges of education and leadership in health care. The topic and the research questions have emerged from expanding criticism against traditional educational programmes, and our own experiences of the research and development work in the context of problem-based pedagogy and the use of information and communication technologies in Finnish higher education.
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This study is positioned in the context of a changing information and network society, where globalization, digitalization, and new sociocultural phenomena co-occur (Castells, 2000). Dispersed teams and organizations, the rich use of information and communication technologies, and a growing demand for pedagogical innovations such as PBL are realizations of this broad process of change.

Problem-based learning has been described as one of the most important pedagogical innovations in higher education in the last few decades. It was thought to have started in the 1960s in medical education in Canada. Since then, it has spread throughout the world in different variations whilst still preserving its foundations (Boud & Feletti, 1997). The context for this research is in Finnish higher education, where PBL was first adopted in medical and physiotherapy education in the 1990s (Poikela & Nummenmaa, 2006).

PBL is a comprehensive approach to learning environments, curriculum, learning, studying, and teaching. It is grounded in experiential, collaborative, contextual, and constructivist theories of learning, and it has a clear point of convergence with informal learning and action processes. PBL aims at the integration of different subjects and branches of knowledge so that it is possible for the student to achieve the necessary professional competence and growth during his or her education (Savin-Baden & Major, 2004).

It has been described as a transformative educational process that aims at student empowerment (see Costello et al., 2002). The role of a traditional teacher is replaced by the role of a tutor and group leader. Group-intensive learning activities utilize taking turns at roles such as discussion leader, recorder, and observer. The action among the group forms joint responsibility. Learning is seen as a participative, creative, collaborative but also individual process (Boud & Feletti, 1997; Poikela & Poikela, 2006a; Savin-Baden, 2000).

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Table of Contents
Charles Juwah
Roisin Donnelly, Fiona McSweeney
Chapter 1
Sabine Little
This chapter has been composed as a piece of reflective practice, and as such traces and researches the development of a new technology-rich... Sample PDF
"Oily Rag" or "Winged Messenger": The Role of the Developer in Multiprofessional Teams
Chapter 2
Rhona Sharpe, Jillian Pawlyn
This chapter reports on an implementation of blended e-learning within three modules in the School of Health and Social Care at Oxford Brookes... Sample PDF
The Role of the Tutor in Blended E-Learning: Experiences from Interprofessional Education
Chapter 3
Diana Kelly
This chapter makes a case for the importance of preparing e-teachers by requiring them to have an experience as an e-learner. The chapter begins... Sample PDF
Modeling Best Practices in Web-Based Academic Development
Chapter 4
Tony Cunningham, Claire McDonnell, Barry McIntyre, Theresa McKenna
This chapter explores the insights gained by a group of teachers from their lived experience as e-learners participating in a blended module on... Sample PDF
A Reflection on Teachers' Experience as E-Learners
Chapter 5
Catherine Manathunga, Roisin Donnelly
Professional development for academic staff in higher education is receiving increasing attention. The focus has been on providing an opportunity... Sample PDF
Opening Online Academic Development Programmes to International Perspectives and Dialogue
Chapter 6
Louise Adele Jakobsen
This chapter, written from experience in implementing e-learning in further education through various roles, identifies key issues relating to... Sample PDF
Embedding E-Learning in Further Education
Chapter 7
Catherine Matheson, David Matheson
This chapter considers some of the major questions around access and accessibility, beginning with the most basic: just what is meant by access and... Sample PDF
Access and Accessibility in E-Learning
Chapter 8
Morag Munro, Barry McMullin
This chapter examines some of the tensions that may exist between e-learning and accessibility in higher education, and aims to redress the balance... Sample PDF
E-Learning for All? Maximizing the Impact of Multimedia Resources for Learners with Disabilities
Chapter 9
Ursula Wingate
This chapter proposes online preinduction courses as an innovative method for preparing students for learning in higher education. It is argued that... Sample PDF
Enhancing Students' Transition to University through Online Preinduction Courses
Chapter 10
Pankaj Kamthan
The discipline of software engineering has been gaining increasing significance in computer science and engineering education. In this chapter, the... Sample PDF
A Methodology for Integrating Information Technology in Software Engineering Education
Chapter 11
Gordon Joyes, Sheena Banks
The focus of this chapter is on the use of technology in the teaching and learning of research methods in masters’ and doctoral programmes in higher... Sample PDF
Using Technology in Research-Methods Teaching
Chapter 12
Richard Walker, Walter Baets
Blended learning occupies a prominent place within higher education teaching strategies, yet there is no clear definition for what we mean by this... Sample PDF
Instructional Design for Class-Based and Computer-Mediated Learning: Creating the Right Blend for Student-Centred Learning
Chapter 13
Ann Donohoe, Tim McMahon, Geraldine O’Neill
The primary purpose of this chapter is to explore how online communities of inquiry can be developed to facilitate students to engage in reflective... Sample PDF
Online Communities of Inquiry in Higher Education
Chapter 14
Nick Pratt
The aim of this chapter is to explore e-learning and e-teaching from a social perspective in order to show how the use of new technologies, like... Sample PDF
Using Multipoint Audio-Conferencing with Teaching Students: Balancing Technological Potential with Practical Challenges
Chapter 15
Timo Portimojärv, Pirjo Vuoskoski
This chapter will illustrate a combination of problem-based learning (PBL), information and communication technologies (ICT), and leadership in the... Sample PDF
The Alliance of Problem-Based Learning, Technology, and Leadership
Chapter 16
Steve Millard
This chapter sets out a number of ways in which effective use of the online discussion board in a virtual learning environment can contribute to the... Sample PDF
The Use of Online Role Play in Preparing for Assessment
Chapter 17
Simon Wilkinson, Heather Rai
This chapter focuses on the use of computers for online summative assessment, in particular for objectively marked items. The aim of this chapter is... Sample PDF
Mastering the Online Summative-Assessment Life Cycle
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