The Experiences of the Prospective Information Technology Teachers Taking the Multimedia Design and Production Course with Project-Based Learning Method: A Case Study
Öz
This study aims to determine the opinions and experiences of the prospective information technologies teachers who are taught in multimedia design and production with project-based learning (PBL). In the study, 45 prospective teachers were divided into eight different study groups. These study groups developed projects with a 14-week syllabus based on the ADDIE design model. At the end of the study, qualitative data were obtained from the participants through the interview form. The collected data were analyzed by the content analysis method. According to the results, the vast majority of the participants emphasized that they are satisfied with the way that the PBL is applied and that the PBL should be taken as a basis in the learning process. They also stated that the PBL allows for collaboration, leads to research, supports skill development, and is a fun learning method. However, the participants complained about not finding sufficient resources, especially in the PBL process, lack of cooperation in the group, and the limited time allocated for the PBL process. The results of the study can be useful to educators and education politicians who want to use the PBL in the learning process.
Anahtar Kelimeler
Project-based learning, information technologies, multimedia applications, constructivist teaching methods
Kaynakça
- Ahmad, C. N. C., Ching, W. C., Yahaya, A., & Abdullah, M. F. N. L. (2015). Relationship between constructivist learning environments and educational facility in science classrooms. Procedia-Social and Behavioral Sciences, 191, 1952-1957.
- Apaydın, Z., & Kandemir, M. (2017). The effect of active learning approach jigsaw ii technique on student attitudes relating to science 4th grade science course. Journal of Computer and Education Research, 5(10), 317-334. 10.18009/jcer.336175
- Arkun, S. (2007). A study on development process of a multimedia learning environment, according to ADDIE model and students’ opinion on the environment (Unpublished master’s thesis). Hacettepe University, Ankara.
- Assaf, D. (2018). Motivating language learners during times of crisis through project-based learning: Filming activities at the arab international university (AIU). Theory and Practice in Language Studies, 8(12), 1649-1657. https://doi.org/10.17507/tpls.0812.10.
- Bell, S. (2010). Project-based learning for the 21st century: Skills for the future. The Clearing House, 83(2), 39-43.
- Bender, W. N. (2012). Project-based learning: Differentiating instruction for the 21st century (1st ed.). Thousand Oaks, CA: Corwin.
- Berbegal-Mirabent, J., Gil-Doménech, D., & Alegre, I. (2017). Where to locate? A project-based learning activity for a graduate-level course on operations management. International Journal of Engineering Education, 33(5), 1586-1597.
- Celik, H. C., Ertas, H., & İlhan, A. (2018). The impact of project-based learning on achievement and student views: The case of AutoCAD programming course. Journal of Education and Learning, 7(6), 67-80. https://doi.org/10.5539/jel.v7n6p67.
- Chen, C. H., & Yang, Y. C. (2019). Revisiting the effects of project-based learning on students’ academic achievement: A meta-analysis investigating moderators. Educational Research Review, 26, 71-81. https://doi.org/10.1016/j.edurev.2018.11.001
- Chisanu, J., Sumalee, C., Issara, K., & Charuni, S. (2012). Design and develop of constructivist learning environment on learning management system. Procedia-Social and Behavioral Sciences, 46, 3426-3430. https://doi.org/10.1016/j.sbspro.2012.06.078
