Systematic Design of Blended PBL: Exploring the Design Experiences and Support Needs of PBL Novices in an Online Environment
Yun-Jo An, University of West Georgia, United States
CITE Journal Volume 13, Number 1, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
Designing problem-based learning (PBL), especially blended PBL, is very different from designing traditional teacher-centered instruction and requires a new set of knowledge, skills, and attitudes. To be successful, teachers must step out of their comfort zone, adopt new roles and responsibilities, and develop new knowledge and skills required in PBL environments as well as technology integration skills. The purpose of this study was threefold: (a) to examine the difficulties and challenges that PBL novices faced as they designed their first blended PBL in an online environment, (b) to explore effective strategies for supporting PBL novices in the design process, and (c) to examine the impact of PBL design experience on PBL novices’ perceptions of PBL. The researcher collected qualitative data from multiple sources, including an online survey, initial design documents, feedback meeting notes, revised design documents, and reflection papers. The findings of this study provide practical insights into how to support PBL novices in designing blended PBL. The implications for teacher professional development, especially online professional development, and suggestions for future research are discussed.
An, Y.J. (2013). Systematic Design of Blended PBL: Exploring the Design Experiences and Support Needs of PBL Novices in an Online Environment. Contemporary Issues in Technology and Teacher Education, 13(1), 61-79. Waynesville, NC USA: Society for Information Technology & Teacher Education.
© 2013 Society for Information Technology & Teacher Education
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Listening to the Teachers: Using Weekly Online Teacher Logs for ROPD to Identify Teachers’ Persistent Challenges When Implementing a Blended Learning Curriculum
Jeremy Riel & Kimberly A. Lawless, University of Illinois at Chicago, United States; Scott W. Brown, University of Connecticut, United States
Journal of Online Learning Research Vol. 2, No. 2 (Aug 01, 2016) pp. 169–200
Assessment and Collaboration in the Context of the Systematic Design of Blended PBL: A Commentary on An (2013)
Richard Edwards, University of Waikato, New Zealand
Contemporary Issues in Technology and Teacher Education Vol. 14, No. 3 (September 2014) pp. 288–296
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