Literaturnachweis - Detailanzeige
Autor/inn/en | Wheeler, Steve; Kelly, Peter; Gale, Ken |
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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 |
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 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). |
Anmerkungen | Co-Action Publishing. Ripvagen 7, SE-175 64 Jarfalla, Sweden. Tel: +46-18-4951138; e-mail: info@co-action.net; Web site: http://www.co-action.net/journals/Journals_index.php? |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |