Systematic Design of PBL: Exploring the Design Experiences and Support Needs of PBL Novices in an Online Environment
Yun-Jo An, University of West Georgia, United States
Global Learn, in Online, Publisher: Association for the Advancement of Computing in Education (AACE)
Much is known about the challenges teachers experience when implementing PBL, but there is still a lack of understanding of the challenges teachers face when designing PBL. A qualitative case study approach was used to explore the difficulties faced by PBL novices as they design their first blended PBL lesson as well as their support needs and perception changes. Participants were given a design document template, which was designed to facilitate systematic design 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, especially in online environments. The implications for teacher professional development are discussed.
An, Y.J. (2012). Systematic Design of PBL: Exploring the Design Experiences and Support Needs of PBL Novices in an Online Environment. In Proceedings of Global Learn 2012: Global Conference on Learning and Technology (pp. 158-163). Online,: Association for the Advancement of Computing in Education (AACE).
© 2012 Association for the Advancement of Computing in Education (AACE)
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