Empowering collaboration in project-based learning using a scripted environment: lessons learned from analysing instructors’ needs

Alharbi, Nada M.; Athauda, Rukshan; Chiong, Raymond

doi:10.1080/1475939x.2018.1473289

Cited by 10 publications

(7 citation statements)

References 30 publications

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“…The instructor engaged in an e-learning setup have different approaches, namely, pedagogical, social, technical and managerial (Alharbi et al, 2018). The pedagogical approach enforces the procedures of learning and delivering the learning content.…”

Section: Student-instructor Interactionmentioning

confidence: 99%

The role of usability on e-learning user interactions and satisfaction: a literature review

Gunesekera

Bao²,

Kibelloh

2019

JSIT

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Purpose The purpose of this study is to review the effect of usability factors on e-learning user relationships, namely, student–student interaction (SSI), student–instructor interaction (SII) and student–content interaction (SCI), in the existing e-learning literature. Further, this study intended to identify whether usability contributes to the satisfaction of e-learners. Design/methodology/approach This study has undertaken a systematic review using the PRISMA methodology to filter the literature in the domain of e-learning with respect to usability concerns using six databases. An analytical framework has been formulated to evaluate the literature against different dimensions of interactions and usability. Findings Results reveal that while SSI has grabbed 71.4 per cent research attention with respect to usability factors of e-learning systems, SCI has been given the least focus, i.e. 26.6 per cent. According to the results, e-learning systems’ usability issues influence the user relationships and affect the user satisfaction, which will lead to lack of user continuity. Practical implications The findings of this review will provide insights to instructional designers to construct more satisfied learning content for the users. The analysis framework of this study will encourage researchers to drive future research in e-learning along with the concern of usability. Originality/value This research emphasizes on the importance of SCI to focus future e-learning research on a different angle, in addition to SSI and SII. The analysis framework of this study will provide different dimensions, specifically for the empirical research in the domain of e-learning.

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Section: Student-instructor Interactionmentioning

confidence: 99%

The role of usability on e-learning user interactions and satisfaction: a literature review

Gunesekera

Bao²,

Kibelloh

2019

JSIT

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“…As highlighted by Collis (1997), CL in a project-based context focuses on in-group and intergroup interactions, where each individual takes responsibility for learning while studying as a group. Thus, CPBL is an active learning approach, where groups work towards developing products or solutions for extended periods (Alharbi et al, 2018) to deal with real-world problems (Donnelly & Fitzmaurice, 2005). Since CPBL ensures researching, debating, sharing and designing, meaningful learning is therefore preordained which is of critical importance given the context of the study.…”

Section: Collaborative Project Based Learning (Cpbl)mentioning

confidence: 99%

Learning mediation via Web 2.0 tools in the context of school health and safety

Kamali,

Yavuz,

Tabak

2022

Istraživanja u pedagogiji

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This collaborative project-based learning (CPBL) study concerns the design and development of educational material set by preservice teachers. During the study, Web 2.0 technologies were used as tools to support collaborative knowledge construction in terms of school health and safety. Based on the purpose of the study, mixed method was employed. Qualitative results indicated that CPBL was an appropriate choice for studies aiming to increase awareness and knowledge in a special context. Preparing an educational material set with a wide variety of Web 2.0 tools based on predetermined criteria through CPBL strategy can enable participants to enhance their problem-solving and critical-thinking skills. Moreover, CPBL was effective in increasing the participants' motivation and self-regulation towards technology learning.

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“…Project-Based Learning Model provides students with exploration, assessment, interpretation, synthesis, and information to produce various forms of learning outcomes [12]. Project-based learning is a learning method that uses problems as a first step in gathering and integrating new knowledge based on their experience in actual activities [13]. Through project-based learning, the inquiry process begins by raising a guiding question and guiding students in a collaborative project that integrates various subjects (material) in the curriculum [14].…”

Section: E the Kemmis And Mctaggartmentioning

confidence: 99%

Increasing ecoliteracy and student creativity in waste utilization by usingmodels in project based learning social studies learning

Putri

Japar

Bagaskorowati

2019

IJERE

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This study aims to determine the increase in ecoliteracy and creativity in waste utilization by using a project-based-learning (PBL) model in social studies learning. This research is a classroom action research (Action Research). The design of the action model used is the Kemmis and Mc model. Taggart. This research was conducted in the fifth grade (V) of Primary Schools. Data collection techniques used in the study were observation sheet, interview, documentation, and field notes instruments. The results of this study showed that there was an increase in ecolithicacy ability.Based on the results of the pretest conducted on December 17, 2018, it can be seen that students in Telajung 02 Public Elementary School have not had the ability of Ecoliteracy and students' creativity in utilizing waste. Of the 32 students, the highest score that can be obtained is only 40 from a maximum score of 100. While the lowest value obtained is 20 from a maximum score of 100. In the first cycle, around 63% of students classified as having high ecoliteration ability, 9% classified as having the low ecoliteration ability and 28% classified as having the very low ecoliteration ability. In cycle II, there was an increase, around 90% of students classified as having high ecoliteration ability, 6% classified as having the low ecoliteration ability and 4% classified as having low ecoliteration ability. The average value of ecoliteration ability in the first cycle was 87.6 and the second cycle increased to 78.2. In addition, students become more active in the learning process and more courageous in expressing their opinions. This shows that the ecoliteracy and creativity of students can be improved through the project-based-learning model.

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Empowering collaboration in project-based learning using a scripted environment: lessons learned from analysing instructors’ needs

Cited by 10 publications

References 30 publications

The role of usability on e-learning user interactions and satisfaction: a literature review

The role of usability on e-learning user interactions and satisfaction: a literature review

Learning mediation via Web 2.0 tools in the context of school health and safety

Increasing ecoliteracy and student creativity in waste utilization by usingmodels in project based learning social studies learning

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