Problem‐Based Learning (PBL) has gained widespread approval as a constructive, student‐centered approach to teaching, and learning. Advocating the use of real‐life problems to initiate and motivate the learning process, PBL is an inductive strategy promoting the understanding of new concepts as well as the development of professional skills, abilities, and attitudes. Thus, it is paramount that teachers and students implement PBL in conformity to its core principles. However, such implementation becomes a challenge, considering that PBL is fundamentally different from traditional instruction methods. Without the appropriate pedagogical and technological support, PBL's quality, effectiveness, and authenticity are at risk. In an attempt to overcome these challenges, this paper presents the PBL‐Coach Virtual Learning Environment (VLE), built upon PBL learning theories. This paper describes in detail a scientific investigation on a practical PBL implementation, driven by the quest to achieve the following goals: (i) Scaffold teachers and students in implementing the PBL method; (ii) Investigate useful and usable technological resources in the PBL process; (iii) Maintain PBL core principles for an authentic and effective learning process. As a result, three case studies are described and one is detailed to validate our investigation, consisting of a real‐world setting with clients, teachers, tutors, and students. Each case study provided a good level of evidence that PBL‐Coach, used in a real‐world, authentic setting, can promote an effective learning process through a number of carefully designed technological resources. Encouraging results motivated to evolve PBL‐Coach through Augmented and Virtual Reality components as future works.

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Abstract-PBL (Problem-Based Learning) is a constructivist teaching method that uses real-life problems to develop skills and attitudes in students to solve them. This involves the inclusion of essential practices that are based on collaborative work and task management. As PBL is process-oriented, it is necessary to guide students in the definition of the solving process, ensure that students follow this process and monitor all the work, realizing improvements when necessary. In view of this, Virtual Learning Environments (VLE) can be very useful to support PBL processes in blended learning, providing a technological environment where the learning process can be managed. However, the literature shows that technological tools to support a PBL approach have only been explored to a limited extent and not effective. In this context, this paper proposes the "PBLCoach", a VLE composed of a set of structured and measurable activities to support PBL in the Software Engineering Education. A case study was carried out with the aim of assessing the utility and usability of PBL-Coach in blended learning context, and the results showed a good acceptance level of its use.

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