title: How to configure blended problem based learning-results of a randomized trial.
abstract: BACKGROUND
  Problem based learning (PBL) may be successfully complemented by Blended Learning approaches. However, the precise effect of combining different eLearning components in PBL-courses is yet unclear.
  
  
  OBJECTIVE
  This study aims at comparing the effects of the different combinations of three interactive components (Wiki, Chat, and, Interactive Diagnostic Context - a diagnostic related link collection to expert sources) on learning, aspects of group process, and individual learner satisfaction.
  
  
  METHODS
  A mixed-method study addressed all possible combinations of the three components. Tests and controls were assigned by group randomization. Hypotheses were tested by the Friedman- and the Mann-Whitney U test.
  
  
  RESULTS
  The results prove Wiki to positively influence the ratings given by students to the course, whereas no evidence supports the expected advantages of Chat. The Interactive Diagnostic Context led to only few significant effects concerning the diagnostic approach and general score.
  
  
  CONCLUSIONS
  Blended PBL (bPBL) profits best from supporting asynchronous communication (i.e. Wiki). Synchronous communication components and hypothesis-driven information retrieval do not yield further improvements. Thus, bPBL should concentrate on technically fostering the group process and avoid overloading the course configuration by other eLearning components.
authors.affiliation: RWTH Aachen University, Germany.
authors.forename: Stefan
authors.initials: S
authors.lastname: Moeller
authors.forename: Klaus
authors.initials: K
authors.lastname: Spitzer
authors.forename: Cord
authors.initials: C
authors.lastname: Spreckelsen
mesh_terms: D003258:Consumer Behavior; D004504:Education, Medical, Undergraduate / Q000379:methods; D006801:Humans; D007407:Interviews as Topic; D018794:Problem-Based Learning / Q000379:methods*; D015397:Program Evaluation; D011795:Surveys and Questionnaires