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Teachers adapt their instructional strategies over time based on a variety of contextual constraints. In response to these challenges, teachers often have to make changes to their PBL approaches. While the literature has documented generally positive results of initial PBL implementations, less is known about the degree to which teachers adapt their usage of PBL over time. Some adaptations include a refined approach to teaching strategies, while others include significant diversions from the original PBL model. A better understanding of the changes teachers enact provides important insight as to fidelity and thus the expected learning outcomes of PBL. To address this gap, this research conducted semi-structured interviews with experienced K-12 educators who employed PBL over multiple years. In terms of preparing for PBL, themes that emerged from the interviews included more emphasis on reimagining the problem scope and design thinking. During classroom time, teachers described shifting perspectives in terms of the following: problem-solving skills over content knowledge, student control and teacher facilitation, and embracing failure. Relating to technology, teachers described more adoption trends towards collaborative tools, while also describing opportunities and challenges with digital literacy. Finally, teachers described strategic approaches to assessment in light of the ill-structured problems posed by PBL. Implications for practice and theory are discussed.

This design case describes the tensions and resolutions related to the iterative design of a virtual STEM peer mentoring program for White and Black, Indigenous, and People of Color (BIPOC) women in STEM study programs at Historically Black Colleges and Universities (HBCUs) and at Minority Serving Institutions (MSIs). Stakeholder feedback, along with a conceptual framework, including Tinto's Institutional Departure Model and Bandura's Theory of Self-Efficacy, guided the design work. The second iteration featured eight self-paced, eLearning modules designed to be completed as one per week in conjunction with asynchronous and synchronous communications with program peers and faculty facilitators. The design goals focused on the self-paced modules and resolved content presentation, case videos, practice, and reflection issues. The case highlights the intersection of new design elements with Bandura's (1977) four sources of self-efficacy: social persuasion, vicarious experiences, performance accomplishments, and psychological response.

Various theories and models have implicitly discussed the role of interaction when using learning technologies. Indeed, interaction is described as being important as it relates to technology adoption, cognitive load, and usability. While each of these perspectives describe elements of interaction, they fail to comprehensively detail how educators should design for both usability and learning with an interface. To address this gap, this work-in-progress study seeks to describe the broader interaction when using learning technology, which we define as learning experience design. Using grounded theory and related eye-tracking data, we asked participants to engage in a cognitive think-aloud as they utilized an adaptive tutoring system. When triangulated, the researchers identified the following broad constructs: interaction with the learning environment and interaction with the learning space. The former includes the following codes: customization, expectation of content placement, functionality of component parts, interface terms aligned with existing mental models, and navigation. Alternatively, the interaction with the learning space included the following: engagement with the modality of content, dynamic interaction, perceived value of technology feature to support learning, and scaffolding. Implications for both theory and practice are discussed.

While an extensive literature base has focused on online learning, fewer studies have explored the unique implementation challenges in K-12 education. This case study addresses this gap by exploring how an urban, diverse school migrated to a fully online format through the lens of the first- and second-order barriers framework. In terms of first-order barriers, the study highlights the importance of (a) time needed to design and adapt instructional materials, (b) accountability within an online format, and (c) administrator support in the communication process. For second-order barriers, teachers commented on how they perceived online learning to impact important teaching activities (e.g., accountability, timeliness of feedback) and the teacher-student dynamic. Finally, they commented on the challenge to support the socio-emotional component of students and parents in online learning, which is important for school culture and community.

Differentiated instruction contends that teachers should vary their instructional strategies to match the learners' individual differences. However, this is challenging due to various constraints of classroom and contextual variables. Adaptive systems offer a solution to this challenge, especially as instruction has increasingly moved towards an online format. Specifically, adaptive systems use artificial intelligence to adapt content or interface presentation to the individual needs of the learner. A historical review suggests that the following four different approaches to adaptive systems have emerged over time: adaption to cognitive abilities, learning styles (debunked), affective states, and external environments.

To date, little is known regarding how to best design instruction/guidance prompts that support learners' participation in collaborative argumentation (CA). To address this gap, this study compared the influence of two instruction/guidance prompts prior to learners' CA: problem representation (executive summary of the problem) and full problem-solving (problem representation, alternatives, justification, evaluation). Discussions were analysed using Phases 1-5 of the interaction analysis model (IAM) to determine the degree to which learners engaged in CA. Those in the full problem-solving condition were more likely to challenge the assertions of their peers. However, participants in the problem representation condition were more likely to integrate feedback as interaction progressed. This research describes how the design of instruction/guidance prompts affects the degree to which concepts and solutions are fixed as learners encounter differing perspectives from their peers during collaborative argumentation.