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Abstract
Teacher Professional Development (TPD) is critical for educational improvement in higher education. However, one of the main concerns in TPD is that the traditional workshop format constrains active participation and the consequent creation of usable knowledge for teaching. In response to this challenge, we developed a series of teacher-centred online Teacher Professional Development (oTPD) programmes using a problem-based learning approach. We created opportunities for participants to engage in the oTPD programmes and to construct usable knowledge that could be immediately applied in their own class contexts. The study presents examples of oTPD, findings, and lessons learned for successful implementation of teacher-centred oTPD programmes in higher education. This study will be particularly beneficial to the practitioners who plan to implement oTPD programme for university teachers.