职前和在职教师在线问题学习模块的迭代开发和使用

IF 0.6 Q3 EDUCATION & EDUCATIONAL RESEARCH

Interdisciplinary Journal of Problem-Based Learning Pub Date : 2018-02-23 DOI:10.7771/1541-5015.1729

Peter Rillero, Laurie Camposeco

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引用次数: 7

摘要

教师基于问题的学习知识、能力和态度是成功实施K-12 PBL的重要因素。本文介绍了一个名为“设计基于问题的学习体验”的免费在线模块的开发和使用。该模块的制作与andragogy理论相一致，是使用PBL来加强英语学习者教育的赠款接受者与桑福德激励计划之间的合作。在模块创建的迭代过程中使用了多阶段评估设计。从最初的白皮书开始，描述了该模块的概念化、开发、试点测试和改进，以及当前的使用统计数据。提供了新的、更容易访问的模块位置的URL，以及在教师教育中使用的建议。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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The iterative development and use of an online problem-based learning module for preservice and inservice teachers

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. The URL for the new, easier to access location for the module is provided, along with suggestions for its use in teacher education.

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来源期刊

Interdisciplinary Journal of Problem-Based Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.40

自引率

0.00%

发文量

审稿时长

32 weeks

期刊介绍： The Interdisciplinary Journal of Problem-based Learning (IJPBL) will be a global outlet for PBL scholarship, representing excellence in discovery and promoting transformative educational pedagogy. IJPBL will provide access to the most current research and practice related to PBL pedagogy, thus enhancing efforts of both PBL scholars and practitioners. The mission of IJPBL is to Publish rigorous research, representing a variety of disciplines, related to problem-based learning Engage key and emerging scholars in significant discussion of key issues facing PBL researchers and practitioners Provide up-to-date information to scholars and practitioners who are new to PBL research and pedagogy, enabling them to address current gaps in the literature and/or to transform current learning environments and practices.