Can Online Professional Development Increase Teachers' Success in Implementing Project-Based Learning In South China?

• Published in: Journal of research in innovative teaching 2023-01, Vol.16 (1), p.100-114
• Main Authors: Fang, Houbin, Wang, Lili, Zhou, Qi
• Format: Article
• Language: English
• Subjects: Active Learning; Classrooms; Collaboration; Educational Environment; Educational Objectives; Educational Strategies; Elementary School Teachers; Faculty Development; Foreign Countries; Grade 1; Independent study; International collaboration; Knowledge; Knowledge Level; Learner Engagement; Learning Processes; Likert scale; Online Courses; Online professional development; Philosophers; Problem based learning; Problem solving; Professional development; Program Effectiveness; Project-based learning; Researchers; School districts; Secondary School Teachers; Self Efficacy; Student Development; Student Projects; Students; Teacher education; Teaching; Teaching Methods
• ISSN: 1947-1017; 2397-7604; 1947-1017; 2397-7604
• DOI: 10.1108/JRIT-05-2022-0024

Purpose: The purpose of this study is to evaluate the effectiveness of one online PD in PBL. Researchers want to investigate if a five-day international online PBL training will prepare teachers to implement PBL in their classrooms. Secondly, the researchers aim to determine if the training provides teachers with sufficient knowledge and support to ensure successful PBL implementation. Design/methodology/approach: Participants were given a 5-day (20 h) online PBL training created by one of the researchers with three frontline teachers. Seven trainers are divided into four groups for four groups of participants. Group A included Grade 1 and Grade 2 teachers, Group B included Grade 3 and Grade 4 teachers, Group C included Grade 5 and Grade 6 teachers, and Group D consisted of Grades 7 through 9 teachers. All the participants were given exactly the same surveys at the beginning and the end of the training. Findings: Consistent with previous studies comparing in person and virtue PD programs, this five-day interactive PD program was effective in increasing teachers' knowledge of and ability to plan and implement PBL projects. Specifically, results showed that teachers' knowledge level of PBL shifted from a shallow understanding of what the name implies to a deeper, more comprehensive, and more concrete understanding of PBL essential concepts, its pedagogical values, specific process involved in a PBL project. In addition, the PD program increased teachers' comfort level and ability of planning and implementing PBL projects across grade levels and subject areas. Originality/value: This research study supported the previous study results that virtual PD programs can be as effective as in person programs. Further, this is the study discovered the effectiveness of PBL training between the US and China through online format, which has not been conducted literately before. The positive results will be used to promote the online collaboration internationally in the future.