Enhancing technology leaders' instructional leadership through a project-based learning online course

Min Lun Wu; Lan Li; Yuchun Zhou; Min Lun Wu; Lan Li; Yuchun Zhou

doi:10.3934/steme.2023007

STEM Education

2023, Volume 3, Issue 2: 89-102. doi: 10.3934/steme.2023007

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Research article

Enhancing technology leaders' instructional leadership through a project-based learning online course

1.
Department of Educational Studies, Ohio University, 1 Ohio University, Athens, OH 45701, USA; wum@ohio.edu
2.
Bowling Green State University; lli@bgsu.edu
3.
Ohio University; zhouy@ohio.edu

Academic Editor: Xuesong Zhai

Received: 05 May 2023 Revised: 01 June 2023 Accepted: 15 June 2023 Published: 26 June 2023

This study detailed the course design principles and implementation of project-based learning (PBL) in a technology-themed graduate-level online course. Students were trained to develop knowledge and skills in instructional leadership, such as the capability to design, deliver, and evaluate educational technology professional development programs. Pre- and post- survey data were collected to examine any change in students' knowledge and skills in instructional leadership by completing this course (N = 18). Quantitative findings revealed positive learning outcomes, and there was statistical significance regarding student improvement in knowledge and skills of instructional leadership, rendering the PBL approach viable.
- instructional leadership,
- project-based learning,
- online education,
- educational technology,
- professional development
Citation: Min Lun Wu, Lan Li, Yuchun Zhou. Enhancing technology leaders' instructional leadership through a project-based learning online course[J]. STEM Education, 2023, 3(2): 89-102. doi: 10.3934/steme.2023007

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Abstract

This study detailed the course design principles and implementation of project-based learning (PBL) in a technology-themed graduate-level online course. Students were trained to develop knowledge and skills in instructional leadership, such as the capability to design, deliver, and evaluate educational technology professional development programs. Pre- and post- survey data were collected to examine any change in students' knowledge and skills in instructional leadership by completing this course (N = 18). Quantitative findings revealed positive learning outcomes, and there was statistical significance regarding student improvement in knowledge and skills of instructional leadership, rendering the PBL approach viable.

References

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Author's biography Dr. Min Lun Wu is associate professor of instruction in Innovative Learning Design and Technology with Ohio University, USA. He is specialized in educational technology. His research areas are digital game-based learning, gamification, instructional leadership, computational thinking and educational game design, and online education; Dr. Lan Li is professor of Classroom Technology with Bowling Green State University, USA. Her research interests include technology-assisted teaching and learning, teacher preparation, peer assessment, and online education; Dr. Yuchun Zhou is associate professor of Educational Research and Evaluation with Ohio University, USA. Her research areas include mixed methodology, scale development, validation analysis, SEM, and program evaluation

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