Patterns for blended, Person-Centered learning: strategy, concepts, experiences, and evaluation
Proceedings of the 2004 ACM symposium on Applied computing
Understanding e-learning continuance intention: An extension of the Technology Acceptance Model
International Journal of Human-Computer Studies
Proceedings of the 2005 conference on Towards Sustainable and Scalable Educational Innovations Informed by the Learning Sciences: Sharing Good Practices of Research, Experimentation and Innovation
Harmonizing technology with interaction in blended problem-based learning
Computers & Education
A Blended Learning Approach to Course Design and Implementation
IEEE Transactions on Education
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Traditional education seems to gradually and moderately make way for self-directed and student-centred learning strategies that will efficiently enable students to reach their full potentials and will sufficiently prepare them for their upcoming professional careers. Problem-Based Learning (PBL) is such a strategy, since it enables active participation by shifting the focus from the delivery of knowledge to its creation by the students, in their endeavour to implement problem-based projects. PBL is more commonly used in project-oriented courses, where students have to not only build but also apply new knowledge in real world contexts and therefore familiarize themselves with work conditions. Online technologies, such as cognitive tools, are able to harmonize this shift by visualizing some of the more demanding steps of PBL as well as facilitating collaboration and knowledge building. The aim of this paper is to investigate the incorporation of cognitive technologies in project-oriented courses, using a Blended PBL strategy. To this end, we implement our findings in a Project Management postgraduate course. Based on the gathered results, we propose a framework that can guide the design of project-oriented courses and we argue that its adaptation can exploit the identified strengths and avoid the weaknesses and lead to successful and immersive learning processes.