Dr. Peggy A. Ertmer is a Professor of Educational Technology in the College of Education at Purdue University. She specializes in instructional design (ID) and educational research. Her scholarship focuses on the impact that student-centered instructional approaches and strategies have on learning outcomes. She is particularly interested in the impact of problem-based instruction on higher-order thinking skills; the adoption of student-centered, problem-based learning approaches by k-12 teachers; and strategies for facilitating higher-order thinking and self-regulated learning in online, problem-based learning environments. Most recently, Dr. Ertmer has examined how students’ problem-solving skills are shaped through their engagement in case-based learning.
Dr. Ertmer has published scholarly works in premier national and international journals including the American Educational Research Journal, Journal of Educational Psychology, International Journal of Qualitative Studies in Education, and Educational Technology Research and Development. In addition, she has co-edited 3 editions of the ID CaseBook: Case Studies in Instructional Design and is the founding editor of a new journal, the Interdisciplinary Journal of Problem-based Learning, published by Purdue University Press.
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Design Principles and Practices
