Doctoral Student Perceptions of a Project-Based Learning Approach in an Instructional Design Course

Autor/inn/en	McCall, Madelon; Shelton, Ryann N.; Crowley, Brandy N.; Ritter, Kenley
Titel	Doctoral Student Perceptions of a Project-Based Learning Approach in an Instructional Design Course
Quelle	In: Impacting Education: Journal on Transforming Professional Practice, 8 (2023) 3, S.1-9 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (McCall, Madelon) ORCID (Crowley, Brandy N.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Doctoral Students; Student Attitudes; Active Learning; Student Projects; Instructional Design; Distance Education; Electronic Learning; Technology Uses in Education + Suchen Sie Ihr Suchwort? Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Schülerverhalten; Aktives Lernen; Schulprojekt; Lesson concept; Lessonplan; Unterrichtsentwurf; Distance study; Distance learning; Fernunterricht; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	The purpose of this single case study was to determine how a project-based learning approach to instructional design supported education doctorate students' acquisition of new knowledge and practical application of skills in their current and future professions. Participants included 58 students in an online EdD instructional design course. We found that 72% of students credited the design project for scaffolding their learning about instructional design and 80% saw an immediate application of the instructional design project to their current professional roles. Further, 93% of students could foresee the application of new knowledge and skills to future professional opportunities. This study has implications for those who teach EdD courses and are interested in providing a project-based approach to content acquisition and teaching skills students can apply in their professional organizations, both current and future. (As Provided).
Anmerkungen	University Library System, University of Pittsburgh. 3960 Forbes Avenue, Pittsburgh, PA 15260. Tel: 302-831-1266; 302-831-4441; e-mail: dpjournal@pitt.edu; Web site: https://impactinged.pitt.edu/ojs/ImpactingEd
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01