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Full-Text Articles in Education

Best Practices In Engaging Online Learners Through Active And Experiential Learning Strategies, Gamze Ozogul Mar 2018

Best Practices In Engaging Online Learners Through Active And Experiential Learning Strategies, Gamze Ozogul

Interdisciplinary Journal of Problem-Based Learning

No abstract provided.


The Iterative Development And Use Of An Online Problem-Based Learning Module For Preservice And Inservice Teachers, Peter Rillero, Laurie Camposeco Feb 2018

The Iterative Development And Use Of An Online Problem-Based Learning Module For Preservice And Inservice Teachers, Peter Rillero, Laurie Camposeco

Interdisciplinary Journal of Problem-Based Learning

Teachers’ problem-based learning knowledge, abilities, and attitudes are important factors in successful K–12 PBL implementations. This article describes the development and use of a free, online module entitled Design a Problem-Based Learning Experience. The module production, aligned with theories of andragogy, was a partnership between the recipients of a grant using PBL to enhance English language learner education and the Sanford Inspire Program. A multistage evaluation design was used in the iterative process of module creation. Starting with an initial white paper, the module’s conceptualization, development, pilot testing, and refinement are described, along with the current use statistics ...


An Expert Instructor’S Use Of Social Congruence, Cognitive Congruence, And Expertise In An Online Case-Based Instructional Design Course, Sunnie Lee Watson, Adrie A. Koehler, Peggy Ertmer, Woori Kim, Rudy Rico Nov 2017

An Expert Instructor’S Use Of Social Congruence, Cognitive Congruence, And Expertise In An Online Case-Based Instructional Design Course, Sunnie Lee Watson, Adrie A. Koehler, Peggy Ertmer, Woori Kim, Rudy Rico

Interdisciplinary Journal of Problem-Based Learning

Promoting and sustaining effective discussion—that which contributes to learning—is a skill that eludes many instructors (Darling-Hammond, 2008; Ge, Yamashiro, & Lee, 2000). This study explored the role and strategies of an expert instructor in an online advanced instructional design (ID) course that utilized a case-based learning (CBL) approach. Discussion posts, as well as interview data, were analyzed and coded to explore how the instructor utilized three strategies noted as being critical to students’ learning during problem-centered discussions: social congruence, cognitive congruence, and content expertise (Schmidt & Moust, 1995; Yew & Yong, 2014). Results showed that facilitation choices were made with course goals in mind: modeling the case analysis process and improving students’ ID problem solving. All three strategies were used frequently during discussion facilitation. Strategies tended to be implemented in clusters, with social congruence strategies appearing in every post but four. Implications are discussed for utilizing a combination of these facilitation strategies, in a dynamic manner, within a case-based context.


Design And Facilitation Of Problem-Based Learning In Graduate Teacher Education: An Ma Tesol Case, Cynthia Ann Caswell Jan 2017

Design And Facilitation Of Problem-Based Learning In Graduate Teacher Education: An Ma Tesol Case, Cynthia Ann Caswell

Interdisciplinary Journal of Problem-Based Learning

This exploratory, evaluative case study introduces a new context for problem-based learning (PBL) involving an iterative, modular approach to curriculum-wide delivery of PBL in an MA TESOL program. The introduction to the curriculum context provides an overview of the design and delivery features particular to the situation. The delivery approach has established multiple roles that contribute to the design and facilitation of the learning environment: lead instructors, collaborating instructors, and students as peer teachers. These roles also identify milestones on a collaborative instructional skills trajectory for professional development. In this mixed methods study, qualitative data were collected from collaborating instructors ...