Online problem-based and enquiry-based learning in the training of educational psychologists Nick Bozic* and Huw Williams School of Education, University of Birmingham, Birmingham, UK Over the past 40 years, problem-based learning (PBL) and enquiry-based learning (EBL) approaches have been used in a variety of professional training courses. More recently online versions of these pedagogies have been devel- oped. This paper explains how online PBL and EBL activities have been incorporated into the professional training of educational psychologists, at the University of Birmingham, UK. Three examples of such activities are presented, together with data gathered during implementation which has helped to evaluate this work. There is a discussion of some of the emerging themes that have been generated and implications for the future use of online PBL/ EBL in the training and continuing professional development of educational psychologists. Keywords: professional training; online learning; problem-based learning; enquiry-based learning; pedagogy Introduction Pete: I know a few people have hinted towards it in their posts, but have we thought about practically engaging with these pupils and asking them how they think we should endeavour to improve their learning? This is something I feel quite strongly about. I just feel, time and time again in education, that there is always a feeling of “we know best”. We should perhaps model the democratic model used in wider society? Jane: Totally agree Pete, perhaps you, me and Monique should discuss this as we are all interested in pupil voice? What about a survey? AND all pupils need to be asked not just this group of boys ... don’t even get me started on their categorisation! These extracts are taken from an online problem-based learning (PBL) task, in which trainee educational psychologists were asked to imagine they were part of a fictional educational psychology service (EPS), tasked with raising the achievement of white working-class boys. Trainees worked collaboratively to analyse and discuss the problem, bringing theory and research to bear on issues in a lively and stimulat- ing discussion. Below, the authors show how this kind of learning experience has its origins in an educational approach that can be traced back to the late 1960s, but today is being widely used to support a variety of professional training programmes, through *Corresponding author. Email: n.m.bozic@bham.ac.uk Educational Psychology in PracticeAquatic Insects Vol. 27, No. 4, December 2011, 353–364 ISSN 0266-7363 print/ISSN 1469-5839 online Ó 2011 Association of Educational Psychologists http://dx.doi.org/10.1080/02667363.2011.590466 http://www.tandfonline.com