Effects of Project-based Learning Strategy on Self-directed Learning Skills of Educational Technology Students

Bagheri, Mohsen; Ali, Wan Zah Wan; Abdullah, Maria Chong; Daud, Shaffe Mohd

doi:10.30935/cedtech/6089

Cited by 31 publications

(24 citation statements)

References 15 publications

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“…Accordingly, learners achieve multiple targeted objectives, mainly with convenient classroom settings, which, in turn, translates the teacher's management skills and his/ her professional development. Since this approach, as Bagheri, Ali, Abdullah, and Daud (2013) suggest, is like a puzzle which challenges the learners in a kind of inner satisfaction through a successful learning process, where the teacher is set actively controlling and evaluating their learning constantly, the integration of PBL in the curriculum of educational technology has such ability to establish self-directed learning skills which consequently enable the learners to overcome their pedagogical needs and challenges. To this, the paper has shown that PBL aims to put the priority on the student's achievement of the project as having a crucial role in all the stages.…”

Section: Resultsmentioning

confidence: 99%

The Moroccan Bachelor New Reform: the Incorporation of Soft Skills through Project-Based Learning

Bakkali¹

2021

Preprint

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Recent debates about the bachelor in Morocco show that teaching learners to maintain positive attitudes and take over responsibilities for social and political processes is an essential educational asset of soft skills, mainly for schools that adopt project-based instructions. To engage students in this newest reform, significant preconditions of democratic school culture are set as effective outcomes to generate ethical behaviors. Today, social and political issues tend to provide meaningful opportunities to engage students in proper activities, specifically by using project-based learning. This paper aims at examining important venues that Moroccan school leaders, along with the bachelor outcomes, wish to implement to foster democratic participation within and outside school life by adopting project-based learning. It questions the challenges and perspectives of this implementation along with the progress of Moroccan educational institutions. Hence, the paper adheres to a meta-analysis technique, whereby a unique examination of the various already conducted studies came out with conclusions: perspectives and challenges. The typical meta-analysis method disengages readings of various scholarly academic sources related to school effectiveness concerning the implementation of project-based instruction, specifically after a long journey of debates about the bachelor. Because of its descriptive nature, this method allows the researcher to explore the wide-range of pitfalls that provide potential opportunities for alternative conclusions which are adopted in restructured and well-run approaches. The significant results and conclusions drawn from this paper are profoundly and qualitatively discussed and analyzed.

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Section: Resultsmentioning

confidence: 99%

The Moroccan Bachelor New Reform: the Incorporation of Soft Skills through Project-Based Learning

Bakkali¹

2021

Preprint

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“…This PBL approach turns students into autonomous learners, making decisions about their research with minimal teacher guidance. Studies by Bagheri et al (2013) confirm PBL's role in fostering self-directed learning and autonomy. Swars et al (2007) argue that cooperative learning, integral to PBL, emphasizes building interdependence and group evaluation skills.…”

Section: Benefits Of Pbl Implementation (Roses)mentioning

confidence: 87%

Reflections beyond implementation: Evaluation of the project-based learning in the research curriculum of the Philippine Science High School - Luzon campuses

Dacumos,

Silva

2023

IJRSE

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STEM schools have put priority on establishing research education as a core program that enables students to choose a topic of their choice, identify a problem, and find a solution to it through experimentation and other modes of data collection. At the Philippine Science High Schools, one of its key goals is to foster a research culture among its scholars, who will help to strengthen the country's academic and scientific workforce and contribute to its success in the future. To improve instructional teaching, the project-based learning (PBL) approach has been utilized in many academic courses. A cache of studies has delved into the use of project-based learning approaches in many academic courses but the research education. This research project aimed to evaluate the implementation of project-based learning (PBL) in the STEM Research curriculum of the Philippine Science High School – Luzon campuses. Select teachers from the Philippine Science High School have shared their thoughts through the qualitative interview tool. The use of qualitative interview tool is aimed to explore their thoughts and opinions regarding the various aspects of project-based learning (PBL) implementation within the PSHS research curriculum. Thematic analysis using phenomenological reduction shows emerging themes highlighting the benefits, challenges, and things that are needed to start to improve the implementation of the project-based learning approach within the research curriculum of the PSHS system.

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“…The need for teachers to develop self-directed learning skills Bagheri et al (2013) as well as Du Toit-Brits (2019) argue that the increasing complexity and speed at which our environment is evolving has an effect on our daily lives and necessitates lifelong SDL. In support of this argument, Louws et al (2017a) hold that teachers are the school's most valuable assets, as they stand at the crossroads of knowledge, skills, and values transmission.…”

Section: 2mentioning

confidence: 99%

Challenging Traditional Teacher Professional Development by Implementing Technology-Supported Cooperative Learning

Sekano

Laubscher²,

Bailey³

2023

IJLTER

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The goal of this study is to offer guidelines for the application of technology-supported cooperative learning professional development to enhance teachers’ self-directed learning skills. A qualitative approach was used which was informed by the interpretive paradigm. Many technology-supported cooperative learning professional development prototypes were created as part of the iterative design-based research methodology used in this study. Seven primary school Mathematics teachers from South African government schools participated in the technology-supported cooperative learning professional development for six weeks as part of a purposive sample. All the participants were scheduled for data collection through semi-structured interviews and follow-up interviews. The qualitative analysis computer data analysis system was used to prepare, process, and analyse the data collected from the semi-structured interviews. According to the findings of this research, teachers needed professional development that is affordable, flexible, intensive, and ongoing. The findings of the study provided insights into the best practices for implementing technology-supported cooperative learning professional development and enhancing teachers' self-directed skills. The study has the potential to contribute to the field of professional development for teachers as it will provide evidence-based recommendations for the effective and sustainable implementation of technology-supported cooperative learning professional development.

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Effects of Project-based Learning Strategy on Self-directed Learning Skills of Educational Technology Students

Cited by 31 publications

References 15 publications

The Moroccan Bachelor New Reform: the Incorporation of Soft Skills through Project-Based Learning

The Moroccan Bachelor New Reform: the Incorporation of Soft Skills through Project-Based Learning

Reflections beyond implementation: Evaluation of the project-based learning in the research curriculum of the Philippine Science High School - Luzon campuses

Challenging Traditional Teacher Professional Development by Implementing Technology-Supported Cooperative Learning

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