Effect of implementing authentic tasks in teacher education

Instructional design requires thinking and working in a problem solving mode. Nevertheless, while an increased emphasis onproblem solving and problem-based learning in the instruction design field can be recognized, insufficient advice toinstructional designers to help them design and develop learning and instructional supports for every kind of problem-solvingis available. This study aimed to purport the effect of implementing ill-structured tasks (Problem based learning, PBL) on preserviceteachers’ achievements on instructional design methodology in comparison with those received education inconventional tutorial. Throughout the course, PBL group were expected to fulfill the authentic tasks by following theoreticalsteps of instructional design and develop educational materials. The data were collected via an achievement test, an attitudescale, and semi-structured interviews. The results revealed that learners focused on authentic tasks outperformed onacquiring the defined goals in the instructional design course curriculum comparing to those who followed a lecture basedcourse.