Literaturnachweis - Detailanzeige
Autor/inn/en | Bagheri, Mohsen; Ali, Wan Zah Wan; Abdullah, Maria Chong Binti; Daud, Shaffe Mohd |
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Titel | Effects of Project-Based Learning Strategy on Self-Directed Learning Skills of Educational Technology Students |
Quelle | In: Contemporary Educational Technology, 4 (2013) 1, S.15-29 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1309-517X |
Schlagwörter | Active Learning; Student Projects; Learning Strategies; Independent Study; Educational Technology; Higher Education; Foreign Countries; Education Courses; Experimental Groups; Control Groups; Teaching Methods; Conventional Instruction; Comparative Analysis; Learning Readiness; Measures (Individuals); Pretests Posttests; Statistical Analysis; Randomized Controlled Trials; Scores; Undergraduate Students; Iran; Self Directed Learning Readiness Scale Aktives Lernen; Schulprojekt; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Selbststudium; Unterrichtsmedien; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Fortbildungskurs; Teaching method; Lehrmethode; Unterrichtsmethode; Lernbereitschaft; Messdaten; Statistische Analyse |
Abstract | Given the importance of globalization as well as the need to train skilled and knowledgeable employees for the 21st century workforce, higher education needs to take a more critical look at the educational practices and instructional methods which lead to improvements in students' essential skills such as self-directed learning. This study sought to examine the effects of project-based learning (PoBL) strategy on students' self-directed learning skills in a system-based education course offered in the educational technology department of Arak University in Iran. In order to achieve this end, a sample of 78 students in the field of educational technology who enrolled in the system-based education course was selected. Subjects were randomly assigned to one of the two groups: the experimental group (PoBL strategy) and control group (conventional teaching strategy). The self-directed learning readiness scale (SDLRS) was administrated three times (i.e. pretest, post-test one, and post-test two). The experimental group received the PoBL strategy and the control group was exposed to conventional teaching (CT) methods. The results of two-way repeated measure ANOVA tests revealed that students who were taught using PoBL strategy performed significantly better in terms of self-directed learning skills than did students who were taught using CT strategy. (As Provided). |
Anmerkungen | Contemporary Educational Technology. Faculty of Communication Sciences, Anadolu University, Yunus Emre Campus, Eskisehir 26470, Turkey. e-mail: editor@cedtech.net; Web site: http://www.cedtech.net |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |