Abstract
The aim of this study is to determine the effectiveness of a web-based problem-based school administrator training program (WB-PBSAT) in practice and the effect of training on participants' attitudes towards web based learning. Mixed method approach was used in this study. While the quantitative dimension of the study was conducted within the framework of one group pre-test post-test experimental design, focus group interviews was performed in the qualitative dimension. Participants of the experimental and the control groups were determined by purposive sampling. Attitudes Toward Web-Based Learning (ATWBL) Scale was used to determine the participants' attitudes towards web-based learning, and the Program Assessment Scale was used to evaluate the training process. According to the findings it was concluded that the training process positively affected the attitudes of the participants towards web-based learning and training process has also provided significant contributions to participants' establishing the link between theory and practice and self-directed learning. Based on these results, some suggestions for educational policy makers and practitioners were developed for the use of a web-based problem-based learning in school administrators' pre-service and in-service training programs.
Highlights
Problem based learning (PBL), which is recommended for use in adult education, is one of the strongest approaches that can be used in the training of school administrators
The most important contribution of this study to the literature is the fact that the problem based learning (PBL) approach, which is recommended for the training of training administrators by many domain experts, is addressed as an experimental study
Whether there was a significant change in the pretest and posttest mean scores of the participants in the experimental group on web-based learning was investigated for the purpose of obtaining the findings regarding the research's question of “Do the attitudes of those who participated in WBL-PBL program towards web based learning change before and after the program?”
Summary
The problems related to training of school administrators are largely due to the program and course contents (Coffin, 1997; Donaldson, 2008; Drago-Severson, Asghar, Blum-DeStefano, & Welch, 2011; Hoff, Yoder, & Hoff, 2006; Petzko, Clark, Valentine, & Hackmann, 2002; Young, Crow, Murphy, & Ogawa, 2009, p. 4) or the methods and techniques used in the training process (Ağaoğlu, Gültekin, & Çubukçu, 2002; Celep, Ay, & Gögüs, 2010; Copland, 2000; Çelik, 2002; Hallinger, 2005, pp.211-212; Korkmaz, 2005; Oyman & Turan, 2014; Özmen, 2002; Recepoğlu & Kılınç, 2014; Şişman & Turan, 2002; Yavaş, Aküzüm, Tan, & Uçar, 2014; Young et al, 2009, p. 14). The use of effective methods and techniques- for individuals who are different from each other in every aspect- and the application of different teaching-learning approaches is very important in the programs to be organized for the training of school administrators (Bridges & Hallinger, 1995, 1996; Darling-Hammond et al, 2007). At this point, problem based learning (PBL), which is recommended for use in adult education, is one of the strongest approaches that can be used in the training of school administrators. Participants were asked to fill out the pre-tests and post-tests before and after the training process
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