Comparing preservice teachers perceptions of online problem- based learning and online instructor-led learning

This paper compares preservice teachers’ perception of instructional activities implemented in an online problem-based learning (OPBL) and online instructor-led learning (OI-LL). The paper also analyzes the perceived instructor and learner role. A total of 40 preservice teachers participated in the study. Data was collected through an open-ended survey questionnaire. Findings indicated that the preservice teachers in OPBL group found the ill-structured problem scenarios encouraging in gaining content knowledge. The study highlights that preservice teachers develop different perceptions about the course, and the instructor and learner role when different online instructional strategies were implemented.