Problem-based learning (PBL) in distance education: A literature review of how the distance education environment modifies the design of PBL for teacher education

Current educational perspectives favor authentic, constructivist learning experiences. Problem-based learning is one of such implementations. It entails modified learning practices that transform the roles of teachers and students. Teachers need to learn to facilitate this kind of learning and distance education (DE) is one of the means they have to gain this new knowledge. Using PBL in these DE experiences can help teachers authentically learn it. However, this environment introduces new affordances and constraints that need to be considered in the design of learning. This paper will present a review of research and program evaluation in Problem-Based Learning in distance education consolidated in the PBL design model as defined by traditional literature. The goal is that designers can benefit from discrete research efforts by integrating results in the context of a design model. The discussion will also make evident areas of current research and those in which further research might be conducted.