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Project-based online learning experiences of pre-service teachers

Journal of Educational Technology and Online Learning, 2021-01, Vol.4 (3), p.391-405

2021. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2618-6586 ;DOI: 10.31681/jetol.977159

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  • Title:
    Project-based online learning experiences of pre-service teachers
  • Author: Taskiran, Ayse
  • Subjects: Active Learning ; Computer Science Education ; Course Content ; Distance Education ; Distance learning ; Educational Technology ; Electronic Learning ; Foreign Countries ; Job Skills ; Learning Processes ; Preservice Teachers ; Project-based learning ; Questionnaires ; Skill Development ; Student Attitudes ; Student Centered Learning ; Student Projects ; Teachers ; Teaching Methods ; Teamwork ; Undergraduate Students
  • Is Part Of: Journal of Educational Technology and Online Learning, 2021-01, Vol.4 (3), p.391-405
  • Description: Student-centered learning approach, which embodies shifting the focus of instruction from teacher to student, actively engages students in their own learning process by incorporating their learning skills and interests. With the developments in instructional technologies making online learning widespread, the student-centered learning approach has found the opportunity to transition from theory to practice. How project-based learning, which is one of the best application areas of student-centered learning, can be realized in online learning environments and the views of pre-service teachers about this experience are the research subjects of this study. Conducted as a descriptive case study, this study investigates the views and experiences of 55 Computer and Instructional Technologies Education Department students towards application of project-based learning in an online course. Data gathered through close-ended Likert type questionnaire, open-ended questionnaire and self-evaluation reports revealed that project-based learning method provided learners with gains in terms of comprehension of course content through hands-on experience, developing research skills, improving collaboration and group work skills, and creating something by making use of their imagination and creativity in a fun way.
  • Publisher: Balıkesir: Gürhan Durak
  • Language: English;Turkish
  • Identifier: ISSN: 2618-6586
    DOI: 10.31681/jetol.977159
  • Source: ERIC Full Text Only (Discovery)
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