Support of expert and novice teachers within a technology enhanced problem-based learning unit: a case study Online publication date: Wed, 14-Jul-2004
by Jonathan Brinkerhoff, Krista Glazewski
International Journal of Learning Technology (IJLT), Vol. 1, No. 2, 2004
Abstract: Problem-based learning requires teachers to assume non-traditional roles focused on guiding students in the active exploration of a complex learning environment. Scaffolds may represent one means for supporting teachers in this unfamiliar role. This case study examined the role of scaffolds as supports for two sixth-grade teachers unfamiliar with PBL methods – one a novice and the other an expert, as they implemented ''Up, Up & Away!'', a hypermedia, problem-based learning unit. Results of this study suggest the novice teacher was largely unsuccessful at recognising the value of the scaffolds embedded in the ''Up, Up & Away!'' teacher's guide. His students displayed both poor achievement and attitudes towards their experiences with the unit. In contrast, the expert teacher recognised the need to support her instruction in the unfamiliar environment problem-based learning represented. Her students achieved a high degree of success and reported positive attitudes towards the unit.
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