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The aim of this study is designing an e-course system for Project Management courses. The primary objective of the system is providing course materials for students and increasing the course success. The e-course platform will assist the students for changing their negative feelings with positive ones such as when they feel anxiety, feel of failing...
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Context 1
... this way, cognitive loads of the each module may be balanced for the students. Table 1 shows an example curriculum for project management course. Also learning objectives of the each module has to be detailed. ...
Context 2
... proposed in project based learning approach, defining goals and defining working schedule are perceived as most important factors from students. Creating and managing teams 3,32 1,28 #23 5.Creating and managing teams 4,12 0,78 #26 5.Creating and managing teams 2,84 1,31 #28 5.Creating and managing teams 3,88 0,93 #13 6. Defining sub problems and data collecting process 4,08 0,81 #5 ...
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Citations
... Additionally, the application incorporates a real-time room chat feature, facilitating seamless communication between team members and instructors. This feature not only enhances collaboration but also enables quick and effective communication, fostering an interactive learning environment (Keser et al., 2010). Furthermore, the application addresses the constraints of limited study time by offering the flexibility to access learning materials and engage in discussions at any time (Samarakoon et al., 2022). ...
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... The intended project is for students to analyze school science material and ESD issues, then put them into a mind map. PjBL stages in learning tools (George, 2007;Keser & Karahoca, 2010). namely, phase 1: start with the big question; phase 2: design a plan for the project; phase 3: create a schedule; phase 4: monitor the students, and the progress of the project; phase 5: assess the outcome and phase 6: evaluate the experience. ...
Higher education has the responsibility to be a source of development and implementation of education for sustainable development, which is a global issue. This modality can be operationalized through a lesson plan. Education for a sustainable development-based lesson plan is a plan that utilizes project-based learning as part of active learning recommendations for college students. Updating lesson plans is an activity that pre-service teachers must carry out to ensure professionalism that follows the development of science. This study aims to test the validity and reliability of experts and users of updating lesson plans for mastery of learning outcomes, collecting data using documentation and questionnaires on three experts and 40 pre-service science teachers. Validation test using Gregory formula for validity and Cronbach-Alpha for Reliability. The results of the validity assessment are categorized as high validity. The level of agreement reliability between experts and users generates no significant differences in the learning outcome instrument. The development of this lesson plan resulted in 39 items out of 42 items. The reliability of the learning outcomes assessment instrument for pre-service science teacher reached the reliable criteria. Education for a sustainable development-based lesson plan becomes a recommendation to produce a varied and comprehensive lesson plan for natural science learning in schools.
... Thirteenth, Kesera, Hafize and Dilek Karahoca [11] talk about project design. They designed the e-course material according to a project-based learning approach. ...
... Kesera, Hafize and Dilek Karahoca [11] emphasize the design of Project Management e-courses that may be suitable for engineering students. The most important point is to create the right group and carry out project-based learning activities. ...
... In the research, a questionnaire was applied to the students and as a result of the questionnaire, in the distance education system, it has been observed that success factors such as usability, efficiency, interoperability, easy accessibility come to the fore [16]. Keser and Karahoca (2010), in their study, aimed to design a project management course over the e-learning system. In this study, they applied a questionnaire to students studying at the engineering faculty, and as a result of the survey, they revealed that the distance education system can be used in project courses and is important for project-oriented courses [17]. ...
... Keser and Karahoca (2010), in their study, aimed to design a project management course over the e-learning system. In this study, they applied a questionnaire to students studying at the engineering faculty, and as a result of the survey, they revealed that the distance education system can be used in project courses and is important for project-oriented courses [17]. Richardson et al (2017), in their study, revealed that face-to-face education in the classroom was seen to be more beneficial by students [18]. ...
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... Learning model that is effective, efficient, and fun is expected to motivate students in learning so that students in learning activities continue to increase. The learning model is effective, efficient, and fun to be researchers applied a model Project Based Learning (PjBL) [12]. ...
... Step-by-step implementation of a project-based learning can be explained by the following diagram: Figure 1. Project-based learning steps adapted from Keser and Karagoca (2010) [12] Collaborative learning This is deeply rooted in Vygotsky's view that an inherent social nature of learning, reflected through his theory of the zone of proximal development. Often, collaborative learning is used as a general term for a variety of approaches in education. ...
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... Johnson [6] states that project-based learning allows students to explore problems, concepts, or themes without predetermined answers. Project-based learning involves students in designing and creating products that meet authentic needs (Keser,[7]). Meanwhile, according to Blumenfeld [8] the projectbased learning model is centered on learning units that are relatively timed, problem-focused, and meaningful by integrating concepts from a number of components of knowledge, or disciplines, or fields of study. ...
... Stoller [9] describes the following ten steps in projectbased learning, (1) agreement for the project; (2) determine the final result; (3) determine the project structure; (4) collect various information about the project; (5) students collect information; (6) lecturers prepare students in compiling and analyzing data; (7) students compile and analyze information; (8) the lecturer prepares students for language demands as a top activity; (9) presents the final product; (10) evaluation. As a comparative theory, Keser [7] formulates the steps in Project Based Learning, as follows. (1) Determining goals; (2) Determine the problem; (3) resulate report preferences; (4) determine evaluation and qualification matrices; (5) Forming groups; (6) Defining the problem and sub-problem and the data collection process; (7) compile a schedule for project completion activities; (8) Defining control points; (9) Collecting data; (10) Presenting project results Based on these descriptions, the problem discussed in this study is how to implement the Project Based Learning (PjBL) learning model in the literacy of urban society's life style based on the popular metropop novels. ...
... Based on the theory of Papandreou (Du, Xiaomei, [11]), Stoller [9], and Kesser [7], the stages of the Project Based Learning model can be formulated in the following steps. ...
... PBL can equip students with abilities of critical thinking, creativity, collaboration, cross-cultural communication, computation, and career and learning self-reliance . It will also culture advanced thinking, innovative and critical thinking, cooperation, social networking, management skills, communicating skills, and problem-solving skills [17,18]. ...
... Project based learning give students the opportunity to get involved in learning and learn new soft skills such as collaboration, communication and negotiation. (Williams., 2017) Keser & Karahoca (2010) ;Chu, Zhang, Chan, Lee, Zou. & Lau (2017) stated that project based learning has constructivism characteristic to create knowledge and resolution, and give the freedom to work with a set time. ...
This research aims to investigate whether the use of project-based learning assisted by audio visual media can increase students’ activities. This research was an action research The object of this research were students in East Nusa Tenggara which are students in SMAK Suria and those in SMA Negeri 1 Atambua The data were collected through observation, interview, document ion and questionnaires technique. This research utilized qualitative and quantitative data analysis. The combination method was convergent parallel mixed methods type that is the researcher collected qualitative and quantitative data at the same time, analysed data separately, and compared the findings to know whether or not those findings complete each other. The result of this research showed that the implementation of PBL assisted by audio visual media in Economics increased learning activities in class XI Social science at SMAK Suria Atambua and class XI social science at SMA Negeri 1 Atambua The results were shown through the improvement of learning activities in which the result of pretest was 41.41% and the post test was 61.09% after getting treatment in cycle 1 and increased to 78.91%. This also happened in SMA Negeri 1 Atambua, class XI social science. After implementing PJBL assisted by audio visual media, from 42.59% it increased to 56.49 in cycle 1until 82.49% after gettingt treatment in cycle II that is included in high criteria. Keywords: Project Based Learning, Audio visual, Activities
... Emerging evidence from research on teaching methods strongly indicates that active learning methods lead to better educational outcomes than standard lecture methods (Wieman, 2014). Further, it has been shown that a project-based learning approach is effective at teaching project management concepts (Keser and Karahoca, 2010). Building upon these two ideas, we investigated the feasibility of teaching a semester-long project management course with embedded hands-on "management" activities to practice principles of project management. ...
... Първите теории и модели за разработка на продукти за обучение възникват през 60-те години на ХХ век и се основават на схващанията, че процесът на създаване и внедряване на обучението преминава през следните фази: анализ (Analysis), проектиране (Design), разработка (Development), оценяване (Evaluation), внедряване (Implementation) и ревизия (Revi sion) (Gustafson & Branch, 2002). Редица изследвания доказват успешното имплементиране на модела ADDIE в курсове за електронно обучение (Botturi et al., 2006;Nichols, 2007;Arman et al., 2008;Alajmi, 2009;Keser & Karahoca, 2010;Moulton et al., 2010;Lin & Tan, 2011). ...
