Show simple item record

dc.contributor.authorWheeler, S
dc.contributor.authorKelly, P
dc.contributor.authorGale, K
dc.date.accessioned2022-06-20T13:01:53Z
dc.date.available2022-06-20T13:01:53Z
dc.date.issued2016-12-14
dc.identifier.issn2156-7069
dc.identifier.issn1741-1629
dc.identifier.urihttp://hdl.handle.net/10026.1/19321
dc.description.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.

dc.format.extent125-137
dc.languageen
dc.language.isoen
dc.publisherInforma UK Limited
dc.subject3901 Curriculum and Pedagogy
dc.subject3903 Education Systems
dc.subject39 Education
dc.subjectBasic Behavioral and Social Science
dc.subjectBehavioral and Social Science
dc.titleThe influence of online problem-based learning on teachers’ professional practice and identity
dc.typejournal-article
plymouth.issue2
plymouth.volume13
plymouth.publication-statusPublished
plymouth.journalResearch in Learning Technology
dc.identifier.doi10.1080/09687760500104088
plymouth.organisational-group/Plymouth
plymouth.organisational-group/Plymouth/Faculty of Arts, Humanities and Business
plymouth.organisational-group/Plymouth/Faculty of Arts, Humanities and Business/Plymouth Institute of Education
plymouth.organisational-group/Plymouth/REF 2021 Researchers by UoA
plymouth.organisational-group/Plymouth/REF 2021 Researchers by UoA/UoA23 Education
plymouth.organisational-group/Plymouth/Research Groups
plymouth.organisational-group/Plymouth/Research Groups/Institute of Health and Community
plymouth.organisational-group/Plymouth/Users by role
plymouth.organisational-group/Plymouth/Users by role/Academics
dcterms.dateAccepted2016-01-01
dc.rights.embargodate2022-6-21
dc.identifier.eissn1741-1629
dc.rights.embargoperiodNot known
rioxxterms.versionofrecord10.1080/09687760500104088
rioxxterms.licenseref.urihttp://www.rioxx.net/licenses/all-rights-reserved
rioxxterms.typeJournal Article/Review


Files in this item

Thumbnail
Thumbnail

This item appears in the following Collection(s)

Show simple item record


All items in PEARL are protected by copyright law.
Author manuscripts deposited to comply with open access mandates are made available in accordance with publisher policies. Please cite only the published version using the details provided on the item record or document. In the absence of an open licence (e.g. Creative Commons), permissions for further reuse of content should be sought from the publisher or author.
Theme by 
Atmire NV