Systematic Design of Blended PBL: Exploring the Design Experiences and Support Needs of PBL Novices in an Online Environment

Autor/in	An, Yun-Jo
Titel	Systematic Design of Blended PBL: Exploring the Design Experiences and Support Needs of PBL Novices in an Online Environment
Quelle	In: Contemporary Issues in Technology and Teacher Education (CITE Journal), 13 (2013) 1, S.61-79 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1528-5804
Schlagwörter	Blended Learning; Problem Based Learning; Instructional Design; Teacher Education; Novices; Teachers; Graduate Students; Problems; Scaffolding (Teaching Technique); Student Evaluation; Feedback (Response); Check Lists; Student Attitudes; Professional Development; Case Studies; Texas + Suchen Sie Ihr Suchwort? Problem-based learning; Problemorientiertes Lernen; Lesson concept; Lessonplan; Unterrichtsentwurf; Lehrerausbildung; Lehrerbildung; Lehrer; Lehrerin; Lehrende; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Problemsituation; Schulnote; Studentische Bewertung; Checkliste; Schülerverhalten; Case study; Fallstudie; Case Study
Abstract	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. (Contains 1 table.) (As Provided).
Anmerkungen	Society for Information Technology and Teacher Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: business@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10