Strengthening Online Project-based Learning Using a Transactional Distance Approach: An Action Research Study

Online learning has become an increasingly popular educational approach; however, there are challenges to ensure that a course meets the characteristics of high-quality online education and that there are systems in place to ensure continuous improvement. Collaborative interactions that are essential for PBL instruction can be complex in an online course due to the physical and temporal separation of the learning environment. Action research provided a structured approach to investigate and explore solutions for the unique challenges of using PBL instruction in an online learning environment. The cycles of reflection and refinement of action research meant that continuous assessment and improvement led to actionable strategies that could be directly applied to improve the course. This study provided valuable insights for addressing current educational challenges and maximizing the potential of online learning environments. By understanding and optimizing online PBL, educators can provide more engaging, effective, and inclusive educational experiences for all learners. The purpose of this research study was to investigate aspects of an asynchronous online PBL high school science course that facilitate interactions between learners and course content, between learners and their instructor, and between learners and their peers. Investigating these interactions using action research methodology led to the development and implementation of modifications that improved the design of the course and increased the effectiveness of student interactions during the course. This study can be used as a model to enhance online courses in other contexts.