Online Continued Learning for All Educators

This article describes two consecutive enactments of technology-oriented teacher professional development designs, aimed at helping teachers find high-quality online learning resources and use them in designing effective problem-based learning (PBL) activities for their students. To align with current professional development prescriptions, in the first enactment, teachers learned PBL design skills concurrently with technology skills. Following aspects of design-based research, the professional development theory, participant feedback, and results from the first enactment informed the design of the second. In this second enactment, technology skills were separated and presented prior to learning about PBL. Results from a mixed-methods study of impact indicated that both professional development enactments were associated with large increases in teacher knowledge, experience, and confidence with regards to technology use and integration. Variations in the level of PBL usage by teachers in their activities, and the degree to which they discuss PBL and technology integration are presented alongside limitations, practical significance, scholarly significance, and planned future work.

Integration of technology within problem-based learning curricula is expanding; however, information regarding student experiences and attitudes about the integration of such technologies is limited. This study aimed to evaluate pre-clinical medical student perceptions and use patterns of the “Road to Birth” (RtB) software, a novel program designed to support human maternal anatomy and physiology education. Second-year medical students at a large midwestern American university participated in a prospective, mixed-methods study. The RtB software is available as a mobile smartphone/tablet application and in immersive virtual reality. The program was integrated into problem-based learning activities across a three-week obstetrics teaching period. Student visuospatial ability, weekly program usage, weekly user satisfaction, and end-of-course focus group interview data were obtained. Survey data were analyzed and summarized using descriptive statistics. Focus group interview data were analyzed using inductive thematic analysis. Of the eligible students, 66% (19/29) consented to participate in the study with 4 students contributing to the focus group interview. Students reported incremental knowledge increases on weekly surveys (69.2% week one, 71.4% week two, and 78.6% week three). Qualitative results indicated the RtB software was perceived as a useful educational resource; however, its interactive nature could have been further optimized. Students reported increased use of portable devices over time and preferred convenient options when using technology incorporated into the curriculum. This study identifies opportunities to better integrate technology into problem-based learning practices in medical education. Further empirical research is warranted with larger and more diverse student samples.

Problem Based Learning (PBL) is an innovative instructional model designed to enhance students' numeracy literacy through real-world problem-solving. This study aims to evaluate the effectiveness of PBL in mathematics education for third-grade elementary students. Synthesizing previous research findings, it was revealed that PBL significantly contributes to improving students' cognitive skills, learning motivation, and self-efficacy. Factors such as technology integration, teacher-student relationships, and adapting instructional methods to students' needs were key to successful PBL implementation. Moreover, PBL aids students in understanding the relevance of mathematical concepts in daily life, strengthens analytical abilities, and fosters collaborative skills. This study underscores that PBL is a relevant approach to addressing challenges in mathematics education, including gender disparities and socio-economic differences. Therefore, PBL is recommended as an effective strategy to enhance the quality of elementary mathematics education.

이 연구의 목적은 학교 현장에서 문제중심학습을 적용할 수 있는 초등 교사들의 교수 실행의 능력과 교육 환경을 알아보기 위한 것이다. 참가자들은 초등학교 수준에서 문제중심학습을 강의하는 강사로 활동중이었다. 초등학교 교사 3인이 연구에 참여하였으며, 자료는 반구조화된 면담을 통해 획득되었다. 문제중심학습과 관련된 교사들의 면담은 두 가지 주요 주제로 나누어 분석되었다. (1) 문제중심학습에서 요구되는 교사들의 교수 실행의 능력 (2) 문제중심학습을 적용할 수 있는 교육 환경. 연구 결과는 다음과 같다. 첫째, 문제중심학습은 전통적인 교수학습 방법보다 수업 준비와 교수 과정에 어려움이 있었다. 그러나 문제중심학습에서 교사들은 자율적이고 허용적인 학습 분위기 속에서 학생들이 자기 주도적인 학습을 할 수 있도록 안내하는 도우미로서 행동한다는 점에서, 학생들은 잠재능력을 효과적으로 계발할 수 있는 동기를 부여받는다. 이를 위하여 교사는 문제중심학습 전체에서 효과적인 학습 활동이 이루어질 수 있도록 끊임없는 노력과 시간을 투자해야 한다. 둘째, 문제중심학습을 적용할 수 있는 교육적 환경을 위하여, 교사들은 동료교사, 학생, 학부모, 교육 행정가들의 문제중심학습에 대한 인식의 확산과 교사들의 커뮤니티 형성해야 한다. 문제중심 학습의 확산을 위해 가장 중요한 것은 교사들이 직접적으로 교수 활동에 문제중심학습을 적용해 보는 것이다. 문제중심 학습을 하면 학생들의 변화가 나타날 것이고, 이러한 효과를 경험한 교사는 교수학습과정에 문제중심학습을 채택하게 될 것이다. The purpose of this study was to find out inservice teachers' teaching skills and relevant educational settings that could be applied to an instruction of problem-based learning (PBL). Participants have been instructed PBL teacher training programs and applied PBL into teaching and learning process. Three elementary teachers were selected to participate in the study, and data were collected with semi-structured interviews. The interviews of the teachers in relation to PBL were analyzed by two main topics: (1) the teachers' teaching skills required in PBL and (2) the educational settings in implementing PBL. The results are as follows: First, there is a difficulty involved in the implementation of PBL in that its preparation and teaching process are different from the traditional teaching methodology. However, as a helper who guides the students to self-directed learning in the free and permissible learning environment in which students are motivated to develop their potential effectively, the teachers are to invest their time consistently and to put their efforts into making an effective class in the entire process of PBL. Second, as a method to apply the problem-based learning to the education settings, the teachers must spread the awareness of PBL to fellow teachers, students, their parents and the administrators in education and form the community of the teachers. Most importantly, when the teachers apply PBL in the directly, from the joy of witnessing the changes in the students, they will choose to adopt PBL.

Context: Basic medical sciences education differs among medicine courses, especially as traditional and integrated problem-based learning (PBL) curricula teach basic sciences in very different ways. The literature shows no clear differences in the performance of students of these different educational philosophies. The Charité Medical University of Berlin (Charité Universit tsmedizin Berlin) teaches both a traditional medical curriculum (TMC) and a PBL reformed medical curriculum (RMC). Both curricula conduct the Progress Test in Medicine (PTM), which examines competence in the basic and clinical sciences from the first to the last semester. Objectives: The aim of this study was to compare the development and retention of knowledge in the basic medical sciences between students on the traditional and reformed undergraduate medical curricula, respectively. Methods: For each student and single PTM, relative frequencies of correct answers were computed for basic sciences items only and for the whole curriculum. Frequencies were averaged and grouped by semester and curriculum. Analyses of variance (ANOVAs) were performed at all measurement points with a Bonferroni-corrected p-value at the level of p < 0.005. Eta-squared (η2) was used to classify effect size. Results: In the first three semesters, RMC students slightly outperform TMC students in the basic sciences, although TMC students receive more systematic teaching. After this, TMC students develop a peak of knowledge in basic sciences and overtake RMC students. The knowledge of TMC students then decreases over time, but despite this, they perform better in the final semester. Students on the RMC show constant progress throughout their undergraduate studies. Overall, the development of medical knowledge is consistent in both curricula. There is no significant difference in this outcome between the traditional and PBL courses. Conclusions: Progress testing as a longitudinal method allows us to better understand the development of knowledge during formal undergraduate education. The main difference between traditional and problem-based medical education seems to be provoked by the high-stakes national examination undertaken in the traditional course (the Physikum).

Problem-Based Learning (PBL) is an effective pedagogical approach for enhancing critical thinking and problem-solving skills. With the rise of online learning, technology plays a crucial role in supporting PBL implementation. This study explored the integration of PBL and technology in online learning through a literature review, analyzing scientific journals and books to evaluate its effectiveness, benefits, and challenges. The findings revealed that technology-enabled PBL enhances student participation, strengthens critical thinking, and fosters interactive learning experiences. Key technologies such as Learning Management Systems (LMS), online collaboration tools, and simulations significantly support the PBL process. However, challenges include limited infrastructure, insufficient teacher training, and difficulties in designing online PBL activities. The study concludes that integrating PBL with technology holds great potential for improving online learning quality. Successful implementation requires targeted teacher training, appropriate technology selection, and supportive education policies. Further empirical research is recommended to assess the impact of this integration on student learning outcomes.

This study explored the relationship between the teaching practices of Social Science teachers and the acquisition of 21st-century skills among Senior High School students in five public secondary schools in Banga 2 District, South Cotabato. Using a quantitative correlational design, the study involved 16 teachers and 227 randomly selected students. Data were analyzed through frequency, percentage, mean, standard deviation, regression analysis, and Pearson r correlation. Results revealed that teachers actively practiced student-centered approaches—such as activity-based learning, cooperative strategies, inquiry-based methods, and problem-based learning—with high effectiveness. However, the use of multimedia tools, while present, showed room for growth. Students across the district exhibited strong 21st-century skills, particularly in learning skills and digital literacy, although disparities in digital proficiency emerged across schools. Importantly, teachers’ demographic profiles—such as age, status, gender, and experience—did not significantly influence their teaching practices, except for educational attainment, which was linked to greater use of multimedia approaches. The study also confirmed that effective teaching practices significantly impact students’ 21st-century skills, especially problem-based and multimedia learning, which showed the strongest correlations. The findings highlight the need to continuously support teacher development in technology integration, enhance school infrastructure for digital learning, and strengthen mentorship for less experienced educators. The study recommends tailored professional development programs and policy initiatives to promote innovative and inclusive teaching. As education evolves, empowering teachers to embrace dynamic, student-focused, and tech-enabled strategies will be essential to preparing learners for the demands of a rapidly changing world.

Frequently I find myself mentoring faculty and staff, both within and outside my school/university about designing new online programs, incorporating best practices for teaching online, as well as supporting online learners. Although I have learned many valuable lessons since I started teaching online in 2001 and directing an online graduate program in 2011, I recognize there will always be much to learn about teaching, learning, and managing a program online. Too often, however, administrators’ immediate focus when starting a new online program is on the instructors and “converting” face-to-face courses to online ones if the program already existed as a face-to-face program, and not also the resources needed to ensure quality marketing, communication, monitoring, and student support—all key factors to an online program’s success. Yet, a variety of high quality resources exist that can help administrators, faculty/instructors, and staff plan, design, develop, implement, and evaluate new online programs. Although there is no specific roadmap for any institution, organization, or corporation for creating an online program, the following resources might be helpful in determining one’s unique pathway for success.Clearly each organization, corporation, or institution will have different procedures for starting an online program. Often a first step is a needs assessment and a marketing analysis that demonstrate a need for the online program. Subsequently, once a need is established, there are internal procedures that must be completed for approval—well before a program’s launch. For example, at George Washington University, any new programs must be approved at the school and university levels; however, there are many steps that must be completed before being approved at these levels (e.g., creation of a business plan and marketing analysis, among many other requirements). These required institutional procedures might also serve as a blueprint for how to go about creating the new online program. Similarly, companies often require a plan that includes the goals, objectives, budget, timelines, and procedures for offering professional development online. Numerous organizations have myriad materials available to support such endeavors. The following is a list of many such organizations:Each of these holds conferences, publishes journals, and offers many other learning opportunities (e.g., webinars), which are also frequently free. Additionally, many also offer professional development and networking opportunities within these organizations. This is not a comprehensive list; even so, I have found these to be beneficial for initiating online learning programs.One organization, the International Association for Online Learning, has developed a site entitled, How to Start an Online Learning Program: A Practical Guide to Key Issues and Policies (see: http://www.online-programhowto.org/). Although the International Association for Online Learning focuses on K–12 online and blended programs, this is an excellent resource that any organization or institution might wish to consider reviewing before starting a new online or blended program. Many of the issues and policies highlighted are pertinent to most organizations and institutions. The following steps are from an infographic that summarizes several major items to consider when implementing online programs:The same infographic also includes eight key issues: (1) Funding, (2) Policies, (3) Budget/Staffing, (4) Administrative Systems, (5) Curriculum, (6) Teachers, (7) Students, and (8) Quality. Levy’s (2003) list of factors to consider (in higher education settings), consisted of: (1) Vision and Plans, (2) Curriculum, (3) Staff Training and Support, (4) Student Services, (5) Student Training and Support, and (6) Copyright and Intellectual Property. Some of these are evident in the Rovai Composite Persistence Model.Rovai developed the composite persistence model in 2003. His model provides a framework for designing online programs that take into account factors that affect student persistence. Rovai’s model synthesizes and builds on Bean and Metzner’s (1985) and Tinto’s (1975, 1987, 1993) persistence models, which center on on-campus students (and not online ones). The model, as Figure 1 illustrates, consists of student characteristics and skills that affect student persistence even before applying for admission, as well as numerous internal and external factors that affect their persistence after admission. Comprehension and a plan for addressing these factors can help administrators and instructors of online programs and courses better understand and institute supports to help increase online students’ persistence, as well as help explain why they might or might not be achieving their goals. And, while this model is designed for online institutions of higher education, many of the factors also apply to other levels of education (i.e., K–12), as well as corporate, non-profit, and government settings.

Background: Coaching is a form of supervision which is about unlocking a person’s potential to maximize own performance. Recently, medical education has been bringing such one-to-one developmental activities to the fore. Objective: Is to explore opinions of experts and leaders in a PBL medical school about coaching as a method for students and faculty development. Methods: This is a qualitative study conducted in the Faculty of Medicine, Suez Canal University (FOM-SCU); a Problem-Based Learning (PBL) college in Egypt. A focus group discussion was conducted with 10 faculty members in the Medical Education Department. In addition, interviews were held with 5 faculty members in leadership positions. All sessions were audio recorded then transcribed verbatim. Data were organized around the themes: applications of coaching in medical education, potential benefits, expected outcomes and challenges. Results: Coaching is perceived as applicable within context of the PBL curriculum of FOM-SCU. To institute coaching as an efficient developmental tool, a lot of efforts are still indicated. Furthermore, coaching can comprise a set of other already existing developmental activities in the PBL curriculum. Resistance to change and lack of resources are the most anticipated challenges. Conclusion: Innovative curricula more receptive for coaching. The major against developing a coaching culture are resistance to change and shortage of financial resources.

This study examined Texas public school administrator perceptions of online teacher education. Of primary concern were superintendent perceptions of online teacher education as it exists today. Data for the study were collected through the use of a survey questionnaire. The survey consisted of nine items where participants were asked to respond to a Likert scale format and one open-ended question in which respondents were asked to provide comments or suggestions regarding online teacher education. The researcher used regular and electronic mail to survey a random sample of one-hundred-fifty public school superintendents in the state of Texas. Seventy-two superintendents responded to the survey which represented a response rate of forty -seven percent. Based on the limitations of the study the following conclusions were made: Superintendents within the state of Texas apparently had negative opinions and perceptions regarding the use of online courses to train future teachers. A large majority of the superintendents did not fully agree that online courses or programs would fully prepare future teachers for conditions that would be faced within the public schools. Specific areas such as classroom management and the social aspects of teaching were not viewed as being positive in terms of online preparation. Other areas such as the theories and principles of teaching were viewed in a neutral light by the superintendents. Several of the administrators noted that online courses and programs would not be adequate without an abundance of field experiences and student teaching. Superintendents appeared to be very concerned that many of the teachers prepared online would possibly not endure the rigors of the classroom without having real classroom experience. Several administrators noted that future teachers needed to be taught by mentors in a real classroom setting in order to enhance modeling. Texas public school administrators appear to be open-minded to this new methodology but appear to be unconvinced that it will prepare teachers for the challenges that teachers face. Results agree with earlier results in two different regions of the country.

This study aims to investigate whether there are differences in the intentions to adopt maker education between in-service and pre-service teachers. It also seeks to identify the key factors affecting their intentions, providing insights for tailoring professional development (PD) training programs to meet the needs of teachers at different career stages. A hybrid maker-based PD program was designed and offered to both in-service and pre-service teachers. The participants' behavioral intentions to adopt maker education were assessed after the PD program using an extended Theory of Planned Behavior model. The intentions of in-service and pre-service teachers were examined, and the key factors affecting their intentions were identified using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results showed that pre-service teachers had significantly lower intentions to adopt maker education compared to in-service teachers. For pre-service teachers, attitude was the key factor influencing their intentions, while for in-service teachers, subjective norms played a crucial role. These findings highlight the importance of tailored PD for teachers at different career stages.

This research was carried out with the aim of describing the implementation of the Problem Based Learning learning model, in the human movement system material for class XI MIA at Imelda Private High School Medan. The population used in this research was all class is qualitative research where the teacher becomes a resource in obtaining information. Data collection is through a process of observation, interviews, documentation and literature study. The results of the research show that the curriculum demands that are being implemented at Imelda Medan Private High School are still the 2013 curriculum so that teachers have limited time and flexibility to implement the PBL method effectively. This causes teachers not to be ready to implement problem-based learning (PBL), so training and professional development is needed and curriculum revision is needed to support the implementation of PBL by including topics with problems that are relevant to real life and school policies must be made to support PBL, including time allocation. enough in the learning schedule. Abstrak. Penelitian ini dilakukan bertujuan untuk mendeskripsikan pengimplementasian model pembelajaran problem based learning, bagaimana penerapan yang dilakukan guru serta kendala yang menjadi faktor yang mempengaruhi proses pelaksanaannya pembelajaran biologi pada materi sistem gerak manusia kelas XI MIA di SMA Swasta Imelda Medan T.P. 2023/2024. Populasi yang digunakan dalam penelitian ini adalah seluruh siswa kelas XI dan sampel yang diambil adalah kelas XI MIA 1. Jenis penelitian ini merupakan penelitian kualitatif dimana guru menjadi narasumber dalam memperoleh informasi. Pengumpulan data melalui proses pelaksanaan observasi, wawancara, dokumentasi, dan studi literatur. Hasil penelitian menunjukkan bahwa tuntutan kurikulum yang sedang diterapkan di SMA Swasta Imelda Medan T.P 2023/2024 yaitu masih berkurikulum 2013 sehingga guru memiliki keterbatasan waktu dan fleksibilitas untuk menerapkan metode PBL efektif. Hal ini menyebabkan guru belum siap menerapkan pembelajran berbasis masalah (PBL) sehingga dibutuhkan pelatihan dan pengembangan profesional serta diperlukannya perevisian kurikulum agar mendukung penerapan PBL dengan menyertakan topik-topik dengan masalah yang relavan dengan kehidupan nyata serta kebijakan sekolah harus dibuat untuk mendukung PBL termasuk alokasi waktu yang cukup dalam jadwal pembelajaran.

In alignment with the Kurikulum Merdeka, Problem-Based Learning (PBL) has been widely promoted as a strategy to enhance critical thinking, collaboration, and problem-solving skills. The integration of technology into PBL further strengthens its potential by providing multimodal resources and interactive opportunities for learners. However, limited research has examined students’ readiness to participate in technology-enhanced PBL within Indonesian EFL classrooms, creating a gap in understanding the feasibility of its implementation. This study aims to investigate how technology integration is applied in PBL and to evaluate students’ readiness to engage in this approach. An exploratory sequential mixed-methods design was employed. Participants included one English teacher and ninety-seven tenth-grade students from three classes. Instruments consisted of observation sheets, field notes, and a readiness questionnaire adapted from Dalton and Gottlieb’s framework. Data collection began with classroom observations to identify teacher practices, followed by the administration of the questionnaire to measure student readiness. Qualitative data were analyzed using Miles and Huberman’s model, while quantitative data were analyzed descriptively. The findings revealed that the teacher successfully integrated videos and PowerPoint slides across PBL stages, supporting contextual understanding and engagement. Nevertheless, students demonstrated only moderate readiness across effort, willingness, and technological capacity.

This paper explores the integration of digital tools in online teacher education courses to enhance active student engagement and support differentiated instruction, particularly for non-traditional teacher candidates. Drawing from the authors’ experiences, the study examines how technology tools (e.g. Zoom with Kaltura, simulations, SketchGraph, and AutoDraw), foster personalized learning, accommodate diverse needs, and provide opportunities for deeper engagement. Guided by the SAMR model, the analysis categorizes tools based on their functions in the teaching and learning practices, emphasizing their role in creating dynamic and inclusive learning environments. The findings highlight that digital tools enable active learning by encouraging critical engagement and moving away from traditional, passive modes of instruction. Through teacher modeling and differentiation, these tools empower learners to navigate complex concepts and build autonomy in their learning process. Practical strategies for implementing technology tools, such as modeling their use and providing clear, step-by-step instructions, are also discussed to address the challenges of online learning environments. This study contributes to the growing body of literature on technology integration in teacher education, offering insights into how digital tools can enhance learning experiences and prepare teacher candidates to adopt innovative instructional practices in their future classrooms.

The development of professional digital competencies is an important condition for a meaningful integration of digital technologies in mathematics education. A widely used and empirically studied approach for the professional development of in-service teachers are teacher design teams, in which lessons are collaboratively planned, implemented and reflected. However, this approach has not yet been considered for the collaboration of pre-service and in-service teachers. Therefore, this article examines in a holistic case study mixed teacher design teams composed of pre-service and in-service teachers. A total of 23 interviews were conducted with pre-service and in-service teachers and analyzed by inductive development of categories using the method of qualitative content analysis. The case study shows among other things, that the different prerequisites of the participants can lead to a relatively clear division of roles within the collaboration, which turns out to be suitable for the professionalization of both pre-service and in-service mathematics teachers.