Online, asynchronous problem/project-based learning (PBL) courses have potential to be highly engaging experiences for students as they work collaboratively to solve complex, ill-structured global problems. However, inductive, self-directed online courses require a dramatically different design approach from traditional courses—one that is unfamiliar to many faculty. Given this challenge, how did one university support tenure-track research faculty in designing 18 PBL courses in a two-month timeframe? This session describes how this goal was achieved through a collaboration between the faculty and the university's teaching and learning center, in coordination with the Offices of the Chancellor and Provost.
Associate Director, CATLR, Northeastern University
My areas of expertise include problem- and project-based learning (PBL), self-regulated learning, self-directed learning, course design, online learning, and service-learning.
