Supporting Teacher Professional Development in Problem Based Learning via Distance Learning Technologies

• In Event: Instructional Technology SIG: Preparing Current and Future Teachers to Implement Technology-Enhanced Problem-Based Learning Strategies in Their Classrooms: Research and Recommendations

Abstract

Central to K-12 instructional technology research is teacher professional development. Teacher professional development (PD) is traditionally provided in one-shot workshops in which teachers are lectured about a particular educational technique (Wayne, et al., 2008; Webster-Wright, 2009). However, a growing consensus suggests that such workshops do not impact teacher practices or student achievement (Wayne, et al.; Webster-Wright). Rather, PD should be (a) received at the workplace and (b) follow the philosophy of the instructional intervention teachers are learning to facilitate (Webster-Wright).

Problem-based learning (PBL) can be defined as an instructional approach in which students are presented with an authentic, ill-structured problem, and need to learn content to understand and solve the problem (Hmelo-Silver, 2004). Lecturing teachers on how to facilitate PBL does not fit the PBL philosophy. However, working individually with teachers for an extended period of time is too expensive to be used on a wide scale (Wayne et al.).

The use of online or blended learning may be a viable, cost-effective way to provide professional development to teachers without taking them out of the classroom for inservice days (Dede et al., 2009; Owston et al., 2008). This may allow teachers to engage in reflective action as they are learning (Webster-Wright).
Method.

The context is a Title 1 middle school in a small rural community in the Intermountain West. The school participates in a 5-year National Science Foundation project led by the author in which computer-based scaffolds to help middle school students develop evidence-based arguments during PBL are developed and evaluated. Two teachers, with an average of 10 years experience, participate in the professional development (PD). Neither has taught in a problem-based format before.

The PD is provided in a blended format. Teachers were taught in several face-to-face sessions during days school was not in session. They also engage with content, including readings and video of experienced PBL teachers, in a course management system.

Data sources. Data sources include video observations of 3 groups of students per period as they work during the PBL unit. The video will be transcribed, and I will assess the extent to which teacher interactions follow what was taught during PD.

Results. Professional development (PD) is ongoing and will be finished by August 15, 2011. The PD strategies will be described, along with evidence regarding whether the PD transferred to the classroom. The PBL unit will take place in September 2011.

Significance. Though many decry the use of one-shot professional development (PD) workshops, such workshops continue to be the most common PD strategy (Wayne et al., 2008). In this paper, I describe and provide evidence for the effectiveness of a blended PD approach. This may help researchers provide PD that is more efficacious and cost effective because it can be of greater duration and follow constructivist teaching philosophies without taking teachers out of the classroom or providing individual, face-to-face tutoring.

Authors

• Brian R. Belland, Utah State University

• Ryan Burdo, Utah State University

• Jiangyue Gu, Utah State University