The Influence of Online Problem-Based Learning on Teachers' Professional Practice and Identity

Autor/inn/en	Wheeler, Steve; Kelly, Peter; Gale, Ken
Titel	The Influence of Online Problem-Based Learning on Teachers' Professional Practice and Identity
Quelle	In: ALT-J: Research in Learning Technology, 13 (2005) 2, S.125-137 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0968-7769
DOI	10.1080/09687760500104088
Schlagwörter	Problem Based Learning; Learning Experience; Teaching Methods; Masters Programs; Inservice Teacher Education; Learning Modules; Teacher Collaboration; Communities of Practice; Outcomes of Education; Foreign Countries; Case Studies; College Faculty; Elementary School Teachers; Adult Educators; Distance Education; Instructional Design; Technology Integration; Computer Assisted Instruction; Educational Technology; Electronic Learning; Information Technology; Web Based Instruction; Online Courses; Blended Learning; Integrated Learning Systems; Computer Mediated Communication; United Kingdom + Suchen Sie Ihr Suchwort? Problem-based learning; Problemorientiertes Lernen; Lernerfahrung; Teaching method; Lehrmethode; Unterrichtsmethode; Magister course; Magisterstudiengang; Lehrerfortbildung; Learning module; Lernmodul; Lehrerkooperation; Community; Lernleistung; Schulerfolg; Ausland; Case study; Fallstudie; Case Study; Fakultät; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Adult education teacher; Adult education; Adult training; Adult educator; Erwachsenenbildner; Erwachsenenbildung; Distance study; Distance learning; Fernunterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Computer based training; Computerunterstützter Unterricht; Unterrichtsmedien; Informationstechnologie; Web Based Training; Online course; Online-Kurs; Computerkonferenz; Großbritannien
Abstract	In this paper we describe the design of a managed learning environment called MTutor, which is used to teach an online Masters Module for teachers. In describing the design of MTutor pedagogic issues of problem-based learning, situated cognition and ill-structured problems are discussed. MTutor presents teachers with complex real-life teaching problems, which they are required to solve online through collaboration with other teachers. In order to explore the influence of this online learning experience on the identity and practice of teachers, we present the results from a small-scale study in which six students were interviewed about their online experiences. We conclude that, within the sample, students' engagement with online problem-based learning within their community of practice positively influenced their professional practice styles, but that there is little evidence to suggest that online identity influences real-life practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10