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Effects of project-based learning strategy on self-directed learning skills of educational technology students.

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 s...

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Main Authors: Bagheri, Mohsen, Wan Ali, Wan Zah, Abdullah, Maria Chong, Mohd Daud, Shaffe
Format: Article
Language:English
English
Published: Contemporary Educational Technology 2013
Online Access:http://psasir.upm.edu.my/id/eprint/29063/1/Effects%20of%20project.pdf
http://psasir.upm.edu.my/id/eprint/29063/
http://www.cedtech.net/past2.asp?numara=41
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spelling my.upm.eprints.290632015-08-24T07:17:19Z http://psasir.upm.edu.my/id/eprint/29063/ Effects of project-based learning strategy on self-directed learning skills of educational technology students. Bagheri, Mohsen Wan Ali, Wan Zah Abdullah, Maria Chong Mohd Daud, Shaffe 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. Contemporary Educational Technology 2013 Article PeerReviewed application/pdf en http://psasir.upm.edu.my/id/eprint/29063/1/Effects%20of%20project.pdf Bagheri, Mohsen and Wan Ali, Wan Zah and Abdullah, Maria Chong and Mohd Daud, Shaffe (2013) Effects of project-based learning strategy on self-directed learning skills of educational technology students. Contemporary Educational Technology, 4 (1). pp. 15-29. ISSN 1309-517X http://www.cedtech.net/past2.asp?numara=41 English
institution Universiti Putra Malaysia
building UPM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Putra Malaysia
content_source UPM Institutional Repository
url_provider http://psasir.upm.edu.my/
language English
English
description 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.
format Article
author Bagheri, Mohsen
Wan Ali, Wan Zah
Abdullah, Maria Chong
Mohd Daud, Shaffe
spellingShingle Bagheri, Mohsen
Wan Ali, Wan Zah
Abdullah, Maria Chong
Mohd Daud, Shaffe
Effects of project-based learning strategy on self-directed learning skills of educational technology students.
author_facet Bagheri, Mohsen
Wan Ali, Wan Zah
Abdullah, Maria Chong
Mohd Daud, Shaffe
author_sort Bagheri, Mohsen
title Effects of project-based learning strategy on self-directed learning skills of educational technology students.
title_short Effects of project-based learning strategy on self-directed learning skills of educational technology students.
title_full Effects of project-based learning strategy on self-directed learning skills of educational technology students.
title_fullStr Effects of project-based learning strategy on self-directed learning skills of educational technology students.
title_full_unstemmed Effects of project-based learning strategy on self-directed learning skills of educational technology students.
title_sort effects of project-based learning strategy on self-directed learning skills of educational technology students.
publisher Contemporary Educational Technology
publishDate 2013
url http://psasir.upm.edu.my/id/eprint/29063/1/Effects%20of%20project.pdf
http://psasir.upm.edu.my/id/eprint/29063/
http://www.cedtech.net/past2.asp?numara=41
_version_ 1643829649842634752
score 13.211869

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