Geography Student Teachers’ Perceptions of Online Problem-based Learning Activities: A Case Study

As online learning is being embraced in higher education, geography modules that implement problem-based learning can integrate online platforms to support geography curriculum delivery and facilitate student collaboration. The aim of this case study was to explore full-time BEd geography student teachers’ (n = 98) perceptions of online problem-based learning activities in two third-year geography modules. The study used quantitative and qualitative research approaches based on questionnaire applications. The findings of the study indicate that the full-time BEd geography student teachers showed positive perceptions regarding the general aspects of online problem-based learning and the online problem-based learning process. Moreover, these student teachers were specifically impressed with the management of the university’s learning management system (Sakai named Efundi), Google Docs, as a collaborative online space on which to compile the problem-based learning report. The student teachers also held positive perceptions of the role-players in online problem-based learning, as well as the assessment rubric used to assess the online problem-based learning activities; hence, these have good correlations with online community of inquiry principles