Peggy A Ertmer
Biographic Data
| ID | 1606154 |
|---|---|
| NAME | Peggy A Ertmer |
| GIVEN NAMES | Peggy A |
| FAMILY NAME | Ertmer |
| SIGNATURE | ERTMER P A |
| AFFILIATIONS | Purdue University West Lafayette |
| VERIFIED | No |
| TOTAL WORKS | 19 |
| TOTAL CITATIONS | 9 |
| AUTHOR COUNT | 19 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1993 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
In Memoriam: John R. Savery (1950–2025): Editors' Reflection
It is with profound sadness that the editors of the Interdisciplinary Journal of Problem-Based Learning (IJPBL) mark the passing of John R. Savery, Ph.D., on May 8, 2025. John’s relationship with this journal was foundational—he contributed the most-read article in IJPBL’s history and, in doing so, helped introduce an entire generation of educators and researchers to the principles of problem-based learning. In the remarks that follow, three memb…
Fostering complex problem solving for diverse learners: Engaging an ethos of intentionality toward equitable access
Developing Preservice Teachers’ Instructional Design Skills Through Case-Based Instruction: Examining the Impact of Discussion Format
For more than 100 years, case-based instruction (CBI) has been an effective instructional method for building problem-solving skills in learners. While class discussion is often included as part of the CBI learning process, the impact on learning is unclear. Furthermore, little research has focused on how specific facilitation strategies influence the development of learners’ problem-solving skills. This study examined the impact of case discussi…
Examining the Role of the Instructor in Problem-centered Instruction
Removing obstacles to the pedagogical changes required by Jonassen's vision of authentic technology-enabled learning
Behaviorism, Cognitivism, Constructivism: Comparing Critical Features From an Instructional Design Perspective
Teacher beliefs and technology integration practices: A critical relationship
Teacher value beliefs associated with using technology: Addressing professional and student needs
Teacher Technology Change: How Knowledge, Confidence, Beliefs, and Culture Intersect
Despite increases in computer access and technology training, technology is not being used to support the kinds of instruction believed to be most powerful. In this paper, we examine technology integration through the lens of the teacher as an agent of change: What are the necessary characteristics, or qualities, that enable teachers to leverage technology resources as meaningful pedagogical tools? To answer this question, we discuss the literatu…
Using Peer Feedback to Enhance the Quality of Student Online Postings: An Exploratory Study
This study investigates the impact of peer feedback used as an instructional strategy to increase the quality of students’ online postings. While peer feedback has been demonstrated to support students’ learning in traditional classrooms, little is known about its efficacy in online discussions. To address this gap, we examined students’ perceptions of the value of giving and receiving peer feedback, specifically related to the quality of discuss…
Teacher pedagogical beliefs: The final frontier in our quest for technology integration?
Increasing Preservice Teachers’ Self-Efficacy Beliefs for Technology Integration
This study was designed to explore how vicarious learning experiences and goal setting influence preservice teachers’ self-efficacy for integrating technology into the classroom. Two hundred and eighty students, enrolled in an introductory educational technology course at a large Midwestern university, participated. Students were divided into eighteen lab sections, which were assigned to one of four conditions (three experimental and one control)…
Beyond the foundations: The role of vision and belief in teachers’ preparation for integration of technology
Self-Regulation and Academic Learning
Addressing first- and second-order barriers to change: Strategies for technology integration
Shooting in the dark" versus "Breaking it down: Understanding students' approaches to case-based instruction
(1998). 'Shooting in the dark' versus 'Breaking it down': Understanding students' approaches to case-based instruction. International Journal of Qualitative Studies in Education: Vol. 11, No. 4, pp. 605-622
Students' Responses and Approaches to Case-Based Instruction: The Role of Reflective Self-Regulation
In this exploratory study, we examined how students with high and low levels of self-regulation responded to, and approached learning from, case-based instruction. Fifty-eight first-year veterinary students, enrolled in a case-based biochemistry laboratory course, were classified according to their precourse performances on two self-regulated learning inventories. Nine students, representing high and low levels of self-regulation, were interviewe…
Students’ Responses and Approaches to Case-Based Instruction: The Role of Reflective Self-Regulation
In this exploratory study, we examined how students with high and low levels of self-regulation responded to, and approached learning from, case-based instruction. Fifty-eight first-year veterinary students, enrolled in a case-based biochemistry laboratory course, were classified according to their precourse performances on two self-regulated learning inventories. Nine students, representing high and low levels of self-regulation, were interviewe…
Behaviorism, Cognitivism, Constructivism: Comparing Critical Features from an Instructional Design Perspective
The way we define learning and what we believe about the way learning occurs has important implications for situations in which we want to facilitate changes in what people know and/ or do. Learning theories provide instructional designers with verified instructional strategies and techniques for facilitating learning as well as a foundation for intelligent strategy selection. Yet many designers are operating under the constraints of a limited th…
Using Peer Feedback to Enhance the Quality of Student Online Postings: An Exploratory Study
This study investigates the impact of peer feedback used as an instructional strategy to increase the quality of students’ online postings. While peer feedback has been demonstrated to support students’ learning in traditional classrooms, little is known about its efficacy in online discussions. To address this gap, we examined students’ perceptions of the value of giving and receiving peer feedback, specifically related to the quality of discuss…
Developing Preservice Teachers’ Instructional Design Skills Through Case-Based Instruction: Examining the Impact of Discussion Format
For more than 100 years, case-based instruction (CBI) has been an effective instructional method for building problem-solving skills in learners. While class discussion is often included as part of the CBI learning process, the impact on learning is unclear. Furthermore, little research has focused on how specific facilitation strategies influence the development of learners’ problem-solving skills. This study examined the impact of case discussi…
Beyond the foundations: The role of vision and belief in teachers’ preparation for integration of technology
Examining the Role of the Instructor in Problem-centered Instruction
Students’ Responses and Approaches to Case-Based Instruction: The Role of Reflective Self-Regulation
In this exploratory study, we examined how students with high and low levels of self-regulation responded to, and approached learning from, case-based instruction. Fifty-eight first-year veterinary students, enrolled in a case-based biochemistry laboratory course, were classified according to their precourse performances on two self-regulated learning inventories. Nine students, representing high and low levels of self-regulation, were interviewe…
Behaviorism, Cognitivism, Constructivism: Comparing Critical Features from an Instructional Design Perspective
The way we define learning and what we believe about the way learning occurs has important implications for situations in which we want to facilitate changes in what people know and/ or do. Learning theories provide instructional designers with verified instructional strategies and techniques for facilitating learning as well as a foundation for intelligent strategy selection. Yet many designers are operating under the constraints of a limited th…
Students' Responses and Approaches to Case-Based Instruction: The Role of Reflective Self-Regulation
In this exploratory study, we examined how students with high and low levels of self-regulation responded to, and approached learning from, case-based instruction. Fifty-eight first-year veterinary students, enrolled in a case-based biochemistry laboratory course, were classified according to their precourse performances on two self-regulated learning inventories. Nine students, representing high and low levels of self-regulation, were interviewe…
Students’ Responses and Approaches to Case-Based Instruction: The Role of Reflective Self-Regulation
In this exploratory study, we examined how students with high and low levels of self-regulation responded to, and approached learning from, case-based instruction. Fifty-eight first-year veterinary students, enrolled in a case-based biochemistry laboratory course, were classified according to their precourse performances on two self-regulated learning inventories. Nine students, representing high and low levels of self-regulation, were interviewe…
Shooting in the dark" versus "Breaking it down: Understanding students' approaches to case-based instruction
(1998). 'Shooting in the dark' versus 'Breaking it down': Understanding students' approaches to case-based instruction. International Journal of Qualitative Studies in Education: Vol. 11, No. 4, pp. 605-622
Addressing first- and second-order barriers to change: Strategies for technology integration
Self-Regulation and Academic Learning
Beyond the foundations: The role of vision and belief in teachers’ preparation for integration of technology
Increasing Preservice Teachers’ Self-Efficacy Beliefs for Technology Integration
This study was designed to explore how vicarious learning experiences and goal setting influence preservice teachers’ self-efficacy for integrating technology into the classroom. Two hundred and eighty students, enrolled in an introductory educational technology course at a large Midwestern university, participated. Students were divided into eighteen lab sections, which were assigned to one of four conditions (three experimental and one control)…
Teacher pedagogical beliefs: The final frontier in our quest for technology integration?
Using Peer Feedback to Enhance the Quality of Student Online Postings: An Exploratory Study
This study investigates the impact of peer feedback used as an instructional strategy to increase the quality of students’ online postings. While peer feedback has been demonstrated to support students’ learning in traditional classrooms, little is known about its efficacy in online discussions. To address this gap, we examined students’ perceptions of the value of giving and receiving peer feedback, specifically related to the quality of discuss…
Teacher value beliefs associated with using technology: Addressing professional and student needs
Teacher Technology Change: How Knowledge, Confidence, Beliefs, and Culture Intersect
Despite increases in computer access and technology training, technology is not being used to support the kinds of instruction believed to be most powerful. In this paper, we examine technology integration through the lens of the teacher as an agent of change: What are the necessary characteristics, or qualities, that enable teachers to leverage technology resources as meaningful pedagogical tools? To answer this question, we discuss the literatu…
Teacher beliefs and technology integration practices: A critical relationship
Removing obstacles to the pedagogical changes required by Jonassen's vision of authentic technology-enabled learning
Behaviorism, Cognitivism, Constructivism: Comparing Critical Features From an Instructional Design Perspective
Examining the Role of the Instructor in Problem-centered Instruction
Developing Preservice Teachers’ Instructional Design Skills Through Case-Based Instruction: Examining the Impact of Discussion Format
For more than 100 years, case-based instruction (CBI) has been an effective instructional method for building problem-solving skills in learners. While class discussion is often included as part of the CBI learning process, the impact on learning is unclear. Furthermore, little research has focused on how specific facilitation strategies influence the development of learners’ problem-solving skills. This study examined the impact of case discussi…
Fostering complex problem solving for diverse learners: Engaging an ethos of intentionality toward equitable access
In Memoriam: John R. Savery (1950–2025): Editors' Reflection
It is with profound sadness that the editors of the Interdisciplinary Journal of Problem-Based Learning (IJPBL) mark the passing of John R. Savery, Ph.D., on May 8, 2025. John’s relationship with this journal was foundational—he contributed the most-read article in IJPBL’s history and, in doing so, helped introduce an entire generation of educators and researchers to the principles of problem-based learning. In the remarks that follow, three memb…
Psychology (17 works) · Computer Science (14 works) · Mathematics education (13 works) · Pedagogy (12 works) · Online and Blended Learning (11 works) · Educational technology (7 works) · Innovative Teaching and Learning Methods (7 works) · Technology integration (7 works) · Social Psychology (6 works) · Education and Technology Integration (5 works)