Abstract
Our research traced significant learning experiences of teachers (n=55) studying in a teacher-training college for a Master's degree, in the attempt to understand how the learning experience in an online course on the PBL approach influenced their role-perceptions as teachers working in the digital age. Data was collected from 2014-2016, using: (1) a questionnaire gathering learners' personal and demographic details (n=55) and (2) reflective writings on the learners' learning experiences in the course (n=105). Data underwent qualitative-constructivist content analysis. Findings revealed four main aspects evident both in the personal experiences of the participating teachers and also in their consideration of the significance of those experiences for their role-perception as teachers in the digital era: namely, the personal, pedagogic, social and managerial-organisational aspects...
| Original language | English |
|---|---|
| Title of host publication | Proceedings of EdMedia + Innovate Learning 2018 |
| Editors | Theo Bastiaens, Johan Van Braak, Mark Brown, Lorenzo Cantoni, Manuel Castro, Rhonda Christensen, Gayle V. Davidson-Shivers, Koen DePryck, Martin Ebner, Mikhail Fominykh, Catherine Fulford, Stylianos Hatzipanagos, Gerald Knezek, Karel Kreijns, Gary Marks, Erkko Sointu, Elsebeth Korsgaard Sorensen, Jarmo Viteli, Joke Voogt, Peter Weber, Edgar Weippl, Olaf Zawacki-Richter |
| Place of Publication | Amsterdam, Netherlands |
| Pages | 682-691 |
| Number of pages | 10 |
| State | Published - 1 Jun 2018 |