Journal of Online Learning Research Volume 4, Number 3, ISSN 2374-1473 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Research-based best practices that employ learning theories such as Project-Based Learning (PBL) have not been thoroughly developed for the constraints of the K-12 online setting, nor have they been tested in this unique context. K-12 online teacher-developers face many constraints during the process of instructional design and require additional supports to translate these learning theories into their lessons. The researchers of this study employed a design and development research method to co-develop two instructional design models for creating project-based online learning (PBOL): the PBOL Lesson Structure, which maps an order of content presentation to offer to learners, and the PBOL Instructional Design Model, which maps a step-by-step process for teacher-developers to follow in designing project-based online
lessons for K-12 learners.
Lokey-Vega, A., Williamson, J. & Bondeson, K. (2018). A Lesson Structure and an Instructional Design Model for Project-Based Online Learning. Journal of Online Learning Research, 4(3), 327-345. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved January 22, 2019 from https://www.learntechlib.org/primary/p/182994/.
© 2018 Association for the Advancement of Computing in Education (AACE)