Integrating Web 2.0 Technologies into Face-to-Face PBL to Support Producing, Storing, and Sharing Content in a Higher Education Course

Main Article Content

Jaana Virtanen
Päivi Rasi


In this article we present and discuss the process of developing and implementing a PBL-based course entitled Moving Images in Teaching and Learning that was held at the University of Lapland, Finland. In the course of the project, this fairly traditional face-to-face course was redesigned into a blended PBL course by integrating Web 2.0 applications into the course. The pedagogical rationale was to support students’ meaningful learning in various phases of the PBL process, and to enable easy storage and sharing of the ideas produced by the students. In addition, the rationale was to create more opportunities for students to report on their process during their independent knowledge acquisition phase and for the teacher to monitor and support students’ information searching processes. We focus mainly on students’ experiences of the implementation and conclude with ideas about our next steps.

Article Details

Voices from the Field


Barrows, H. (1996). Problem-based learning in medicine and beyond: A brief overview. In L. Wilkerson & W. H. Gijselaers (Eds.), New directions for teaching and learning, Nr. 68 (pp. 3−11). San Francisco: Jossey-Bass.

Bridges, S. M., Botelho, M. G., & Tsang, P. S. (2010). PBL.2.0: Blended learning for an interactive, problem-based pedagogy. Medical Education, 44(11), 1131.

Delialioglu, Ö. (2012). Student engagement in blended learning environments with lecture-based and problem-based instructional approaches. Journal of Educational Technology & Society, 15(3), 310–322.

Delialioglu, Ö., & Yildirim, Z. (2007). Students’ percep- tions on effective dimensions of interactive learning in a blended learning environment. Journal of Educational Technology & Society, 10(2), 133–146.

Dohn, N. (2009). Web 2.0: Inherent tensions and evident challenges for education. International Journal of Computer- Supported Collaborative Learning, 4(3), 343–363.

Donnelly, R. (2005). Using technology to support project and problem- based learning. In T. Barrett & I. McClelland (Eds.), Handbook of enquiry and problem-based learning: Irish case studies and international perspectives (pp. 157–178). NUI Galway.

Glud, L. N., Buus, L., Ryberg, T., Georgsen, M., & Davidsen, J. (2010). Contributing to a learning methodology for Web 2.0 learning—Identifying central tensions in educational use of Web 2.0 technologies. In L. Dirckinck-Holmfeld, V. Hodgson, C. Jones, M. de Laat, D. McConnell, & T. Ryberg (Eds.), Proceedings of the 7th International Conference on Networked Learning (pp. 934–942).

Grippa, F., Secundo, G., & Passiante, G. (2009). An integrated model to monitor and evaluate Web 2.0 project-based learning. In M. D. Lytras et al. (Eds.), Visioning and Engineering the Knowledge Society. A Web Science Perspective. Proceedings of the WSKS 2009— Second World Summit on the Knowledge Society, WSKS 2009. Germany: Springer Berlin Heidelberg.

Hakkarainen, P. (2009). Designing and implementing a PBL course on educational digital video production: Lessons learned from a design-based research. Educational Technology Research & Development, 57(2), 211–228.

Hakkarainen, P. (2011). Promoting meaningful learning through video production-supported PBL. Interdisciplinary Journal of Problem-based Learning, 5(1), 34–53.

Hao-Chang, L. (2009). Utilizing computer-mediated communication tools for problem-based learning. Journal of Educational Technology & Society, 12(1), 205−213.

Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235−266.

Hmelo–Silver, C. E., & Barrows, H. S. (2006). Goals and strategies of a problem-based learning facilitator. Interdisciplinary Journal of Problem-based Learning, 1(1), 21–39.

Judge, S. K, Osman, K., & Yassin, S. F. M. (2011). Cultivating communication through PBL with ICT. Procedia Social and Behavioral Sciences, 15, 1546–1550.

Kärnä, M., & Kallioniemi, M. (2006). Verkkotyöskentelyn osuus yhteisen tietoperustan rakentamisessa. In T. Portimojärvi (Ed.), Ongelmaperustaisen oppimisen verkko [The web of problem-based learning] (pp. 47–68). Tampere, Finland: Tampere University Press.

Kort, B., & Reilly, R. (2002). Analytical models of emotions, learning, and relationships: Towards an affective-sensitive cognitive machine. Proceedings of the ITS 2002—Intelligent Tutoring Systems Conference (pp. 955−962). June 2002, Biarritz, France.

McFalls, M. (2013). Integration of problem-based learning and innovative technology into a self-care course. American Journal of Pharmaceutical Education, 77(6), article 127.

Moeller, S., Spitzer, K., & Spreckelsen, C. (2010). How to configure blended problem based learning—Results of a randomized trial. Medical Teacher, 32(8), e328–e346.

Pekrun, R., Goetz, T., Tizt, W., & Perry, R. P. (2002). Academic emotions in students’ self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37(2), 91–105.

Poikela, E., & Poikela, S. (2006). Problem-based curriculum—Theory, development and design. In E. Poikela & A. R. Nummenmaa (Eds.), Understanding problem-based learning (pp. 71–90). Tampere, Finland: Tampere University Press.

Poikela, S. (2003). Ongelmaperustainen pedagogiikka ja tutorin osaaminen [Problem-based pedagogy and tutor’s knowing and competence] (Doctoral dissertation, University of Tampere, Finland). Tampere, Finland: Tampere University Press.

Poikela, S., Vuoskoski, P., & Kärnä, M. (2009). Developing creative learning environments in problem-based learning. In Tan Oon-Seng (Ed.), Problem-based learning and creativity (pp. 67–85). Singapore: Cengage Learning.

Rovai, A. P., & Jordan, H. M. (2004). Blended learning and sense of community: A comparative analysis with traditional and fully online graduate courses. International Review of Research in Open and Distance Learning, 5(2). Retrieved from

Ryberg, T., Glud, L. N., Buus, L., & Georgsen, M. (2010). Identifying differences in understandings of PBL, theory and interactional interdependencies. In L. Dirckinck- Holmfeld, V. Hodgson, C. Jones, M. de Laat, & T. Ryberg (Eds.), Proceedings of the 7th International Conference on Networked Learning (pp. 943–951). Retrieved from

Strobel, J., & van Barneveld, A. (2009). When is PBL more effective: A meta-synthesis of meta-analyses comparing PBL to conventional classrooms. The Interdisciplinary Journal of Problem-based Learning, 3(1), 44−58.

Tambouris, E., Panopoulou, E., Tarabanis, K., Ryberg, T., Buus, L., Peristeras, . . . Porwol, L. (2012). Enabling problem based learning through Web 2.0 technologies: PBL 2.0. Journal of Educational Technology & Society, 15(4), 238–251.