The purpose of the book is to provide research-based information about the realities of setting up and running problem-based programmes using technology in a variety of ways and to demonstrate the diversity of use of technology with problem-based learning across disciplines and countries. The book is designed to engage with readers' questions ' not just the everyday questions about 'how do I go about problem-based learning online?', but questions such as how course design and issues of power influence learning.

One of the book's strengths is that it is not discipline-specific, but rather aims to present a medley of experiences and to transcend disciplines and cultures, whilst also engaging with the interfaces between disciplines. Furthermore, to date, there is no book that has brought issues and debates about problem-based learning online together in one volume or that has presented or explored the range and diversity of application of problem-based learning online.

This book presents international research into Problem-based Learning within a range of subject and vocational disciplines, applications and cultures from a variety of perspectives: student, facilitator, module leader, curriculum designer.It presents a range of findings related to designing, implementing, assessing and evaluating PBL courses.

Challenging Research in Problem-based Learning is key reading for academics and tutors utilising PBL, as well as those studying for teaching qualifications, lecturers involved in teaching for the professions and on continuing professional development courses.

Interest in problem-based learning continues to flourish worldwide. To date there has been relatively little to help staff to examine the complex issues relating to facilitating the implementation of problem-based learning and the ongoing development of staff, students and the curriculum.

This book explores a broad range of issues about facilitation, in particular: understandings of facilitation that have emerged from the author's recent research and ways of equipping and supporting staff in terrestrial and virtual contexts. It also questions how students are assessed and suggests ways of preventing plagiarism in problem-based learning. It examines what it might mean to be an effective facilitator and suggests ways of designing problem-based curricula that enhance learning.

Problem-based Learning In Higher Education: Untold Stories
Maggi Savin-Baden

Problem-based learning is becoming increasingly popular in higher education because it is seen to take account of pedagogical and societal trends (such as flexibility, adaptability, problem-solving and critique) in ways which many traditional methods of learning do not. There is little known about what actually occurs inside problem-based curricula in terms of staff and student 'lived experience'. This book discloses ways in which learners and teachers manage complex and diverse learning in the context of their lives in a fragile and often incoherent world. These are the untold stories. The central argument of the book is that the potential and influence of problem-based learning is yet to be realized personally, pedagogically and professionally in the context of higher education. It explores both the theory and the practice of problem-based learning and considers the implications of implementing problem-based learning organizationally.