Harmonizing technology with interaction in blended problem-based learning

22 This paper discusses the harmonizing role of technology and interaction in a qualitative study on blended 23 problem-based learning within the context of academic development in higher education. Within this 24 setting, and as both designers and tutors in blended PBL, it is important to seek best practices for how 25 to combine instructional strategies in face-to-face and computer-mediated environments that take 26 advantage of the strengths of each and avoid their weaknesses. A qualitative study of the lived experi27 ences of 17 academic staff participants in a blended problem-based learning module was considered 28 likely to provide a much-needed analysis of current thinking and practice on the potential of interaction 29 in this form of professional academic development in higher education. Specific aspects of interaction 30 (technical, peer, content and the learning experience) within blended problem-based learning tutorials 31 are analysed to provides research-based information about the realities of delivering a PBL programme 32 using technology. The study argues that the intersection of PBL and learning technologies can offer dif33 ferent ways of teaching and learning that require exploration and reflection of pedagogy and technology 34 as in integrated approach that must work effectively together. The synergy from the collaborative 35 blended PBL approach in this module could result in the coherent and comprehensive provision of train36 ing, support and research work throughout higher education institutions. 37 2009 Published by Elsevier Ltd.