Preparing Preservice Teachers to Plan Problem Based Learning: A Qualitative Case Study of Online and Face-to-Face Learning

Abstract

This qualitative, descriptive case study compared secondary preservice Teachers' understanding of the instructional planning process in parallel on-campus and online courses for teacher preparation. In both environments, participants prepared a problem-based learning (PBL) unit. From constant comparative analysis of the units, four themes emerged: the content taught in the PBL, the problem-based learning process, the role of the teacher, and potential problems for implementation. Both groups were similar in problem selection, length of unit, number of materials, organization of student groups, and integration of technology. However, the on-campus group selected a wider variety of instructional materials, planned more detailed instruction, used more pedagogical terminology, and placed a higher value on planning. This study suggests that preservice teachers prepared on-campus and online may differ in their understanding of instructional planning.