Research trends in problem-based learning (PBL) research in e-learning and online education environments: A review of publications in SSCI-indexed journals from 2004 to 2012

Background and objectives While e-learning is becoming an increasingly important part of education (Giannakos & Vlamos, 2013), many developed and developing nations now use it as a potent tool for the development of human resources (Seyoum, 2012). However, it is a big challenge for teachers to help students to concentrate and be involved in an online course in an environment that is full of Internet allure with its array of shopping websites, free online games and social networking websites (Tsai, 2011a; Tsai & Shen, 2009). Teachers are attempting to design appropriate online teaching methods and integrate them with online technologies to improve students’ learning motivation and interest, maintain students’ concentration, and enhance students’ learning (Shen, Lee & Tsai, 2011; Tsai, 2011a). Moreover, the introduction and development of online technologies in higher education bring many challenges for faculty, not only in learning new functionality, but also in deciding how to use tools in pedagogically effective ways (Macdonald & Campbell, 2012). Many educators in the online learning field adopt an innovative teaching method, problem-based learning (PBL), and explored its effects in online learning environments (Alamro & Schofiel, 2012; Cabrera-Lozoya, Cerdan, Cano, Garcia-Sanchez & Lujan, 2012; Tsai, 2011b).

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