ERIC Number: EJ1283226
Record Type: Journal
Publication Date: 2020
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1559-4998
EISSN: N/A
Available Date: N/A
Graduate Student Perceptions of Cohort Delivery and Problem-Based Learning in Online Principal Certification Courses
Winn, Pam; Gentry, James; Nguyen, An
School Leadership Review, v15 n1 Article 26 Fall-Win 2020
This qualitative study examined graduate/post-graduate student perceptions regarding the use of a cohort model and Project-Based Learning (PBL) in a completely online principal certification preparation classes. As part of a TEA funded grant, two districts (a cohort of 17 students) completed 24-semester hours of principal certification courses. All classes were online and emphasized PBL to engage the students in higher-level thinking skills. Participants responded to an open-ended survey regarding their perceptions of cohort and PBL experiences. Findings indicate graduate/post-graduate student perceptions were positive concerning both the cohort model and the PBL learning experiences. However, participants provided valuable feedback for improvements related to cohort organization, communication, and PBL introduction or presentation. Three themes emerged from the thematic analysis and peer debriefings: Theme One (T1)-Cohort Experience, Theme Two (T2)-PBL Experience, and Theme Three (T3)-the Interaction between Cohort and PBL Experiences.
Descriptors: Graduate Students, Student Attitudes, Problem Based Learning, Online Courses, Principals, Administrator Education, Teaching Methods, Electronic Learning, Thinking Skills, Grouping (Instructional Purposes), Feedback (Response), Student Experience, Authentic Learning, Interpersonal Relationship, Leadership, Cooperation, Cooperative Learning, Program Effectiveness
Texas Council of Professors of Educational Administration. Web site: https://scholarworks.sfasu.edu/slr/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A