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Supporting Instructors in Redesigning Online Instruction Toward Student-Centered, Problem Based Learning
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, Oregon State University, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-37-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This study was undertaken to inform the redesign of an introductory Computer Science (CS) course for the online CS post-baccalaureate degree program using a student-centered, problem-based learning approach. The research team guided the instructor in designing instruction that moved through successive refinements towards increasingly complex concepts (Confrey & Maloney, 2010), engaging students in problem-based, student-centered learning. Over three university terms, the research used design-based, iterative examinations to refine the implementation of various instructional actions in the redesigned learning trajectory (Sztajn, Confrey, Wilson, Edgington, 2012). Multiple small groups of students discussed their learning experiences each term, thus providing directions for improvements in the instruction. The analysis of the students’ discussions directed the instructor in identifying refining the content, problem solving and student-centered collaborations in the course. The research method assured student voice for guiding instructors in the redesign of the student-centered, problem-based online courses.

Citation

Niess, M. (2019). Supporting Instructors in Redesigning Online Instruction Toward Student-Centered, Problem Based Learning. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 504-508). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved November 13, 2019 from .