Developing a complexity problem-based e-learning model: A longitudinal qualitative case study of a six-year course blog

Abstract

The purpose of the study was to examine a six-year course blog and establish a collaborative Problem-based e-learning (PBeL) model by using complexity theory as theoretical framework. The results identified that complexity theory outlines four elements to establish a complex PBeL model which includes: (1) dynamic interaction addresses on the importance of increasing interactions between instructors, students, and administrators, and universities; (2) co-evolution identifies that both instructors and students need to modify their concepts on learning time, learning styles, feedback, electronic interaction, and motivation; (3) mutual-adaptation points out that multidisciplinary cooperation are viable to explore possible real-world problems and current issues in PBeL, and (4) self-organization strongly recommends that service providers and student organizations shall start to advocate and develop PBeL programs and begin to discuss updated course-related issues. The findings conclude that complexity theory is a valuable theory for developing a complex PBeL model to facilitate successful learning environment. © 2011 Springer-Verlag.