Problem-Based Online Learning Instructional Design

Abstract

Compiling the information from the research efforts for establishing knowledge-building communities through the application of the online TPACK learning trajectory, the research effort proceeded to implement and examine instructional design for scaffolding problem-based online learning experiences for transforming teachers' technological pedagogical content knowledge (TPACK). This chapter focused on active learning methods including collaboration, cooperative learning, and problem-based inquiry learning that emphasized guided active participation for engaging both participants and instructors. A multiple case, descriptive study provided the research insights to illuminate the incorporation of the tools and processes in the online TPACK learning trajectory situated in a social metacognitive constructivist instructional framework for graduate coursework. In one course in the program, inservice K-12 teachers were directed toward rethinking and redefining teaching and learning, in a 21st century literacy for taking advantage of multiple digital technologies. The research identified insights about the incorporation of the key tools (community of learners and reflection) and processes (shared/individual knowledge development and inquiry) in the online learning trajectory for reframing teachers' TPACK through guided active participation. Three themes revealed how the online learning trajectory incorporated these tools and processes to enhance the participants' learning: the tools and processes are needed for constructing knowledge, for transitioning the participant's thinking as a student to that of a teacher, and for recognizing the importance of guided active participation for problem-based learning with technologies.