A challenge with problem solving and online schools is that the kids know the answer is there....
A few schools have online sessions that are scheduled in real time so you actually discuss things, and can hopefully get kids to engage...
But the school I teach for is "asynchronous" , so the kids are "everywhere" and "every time".
So we don't ever insist on kids being a part of an online discussion.
The Phillips Exeter Academy has a curriculum that is 100% problem solving based, and they have all their questions available online (no answers though!)
I tried to take one of the Exeter problems and solve it in little tiny steps, the idea being, (assuming the student actually wanted to do the problem),
that a student could try, get a little help, try some more, get more help, etc.
So they could hopefully learn if they didn't have a clue, or do at least some of the problem even if they didn't have a clue.
This works well in Mathematica since you can use cell groups to "hide" the steps.
I'd be interested in any feedback on online education in general, problem solving, and whether this approach used in the question might be effective.
I posted the question online at http://dl.dropbox.com/u/24411154/Proble ... roblem.zip