Transforming traditional lectures into problem‐based blended learning: challenges and experiences

Abstract

This paper presents our experiences and the challenges identified in transforming traditional lecture‐based modules at a university into problem‐based blended learning within a social constructivist approach. Our experiment was, among other factors, motivated by an urgent need to meet new curriculum requirements by reducing the lecturing time in a graduate course on the subject of human–computer interaction. The results indicate that it is possible successfully to transform traditional modules into problem‐based blended learning using a social constructivist approach, and moreover reduce lecturing time, support repetition and support educational differentiation.

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