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This one semester case study intended to explore the roles of the instructor and students in design activities based on project based learning via cloud computing technology. Participants were 13 pre-service computer teachers enrolled in an internet programming course at faculty of education. Online course records, interviews and questionnaires wer...
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... addition, Moore (1990) in his theory of transactional distance posits that in distance learning, the nature of the transaction developed between teachers and students includes three factors: dialogue, structure, and learner autonomy. The theoretical views about the online instructional processes suggest providing meaningful interactions among the basic components as summarized in Figure 1. ...
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... According to empirical data, educators employ technical strategies to improve student speaking and the implementation of collaborative learning, starting with traditional (face-to-face) in-class collaboration (Wang & Chen, 2012) and progressing all the way up to blended learning collaboration (synchronous and asynchronous). For instance, Al-Samarraie & Saeed (2018); Butarbutar et al. (2023b); Çakiroğlu & Erdemir (2019); Magen-Nagar & Shonfeld (2018); Molinillo et al. (2018) ;Sun &Yuan (2018). Supporting small-group online collaboration through educator feedback on academic assignments, social interaction, and learning content (Daradoumis et al., 2006;Macdonald, 2003;Redmond & Lock, 2006) They emphasized that online collaborative learning can be used as a substitute for evaluation to help students improve their language, social, and academic performance (Hossain et al., 2022). ...
This qualitative case study examines students' perceptions of role-based engagement in collaborative online discussions to promote English as a foreign language (EFL) speaking. For this reason, semi-structured interviews were conducted with 28 students and one educator. The results showed that teachers applied three basic educators' collaborative competencies (ECC) during online discussions. Thus, group activities are evident through the following: speaking skills (peer grammar repetition and peer pronunciation correction), cognitive boosting (criticizing and confirming specific opinions), social interaction (praising group accomplishments and help-seeking problem-solving), and collaborative skills. The study suggests more research into role-based discussions that occur on the spot or without teachers planning ahead, open-ended speaking diagnostic tasks, designs for online assessment and evaluation of speaking rubrics, fluency-oriented speaking tasks, and technology-assisted peer-learning assessments. Article History
... From a theoretical standpoint, it is evident that lecturers play a critical role in incorporating data-driven analysis, as highlighted by scholars such as Çakiroğlu and Erdemir (2019). As noted by Bienkowski et al. (2012) and Drechsler and Hevner (2018), a generalisation of results is needed in order to learn from one context and integrate the results into another, for example, a problem of the same problem class. ...
This paper investigates the application of data-driven analysis and visualisation to enhance project-based courses within a higher education setting. The research focuses on a digital course where students utilise digital tools such as Jira and Confluence, which generate event logs capturing students' actions. These event logs were leveraged in conjunction with process mining and business intelligence (BI) techniques to collect and analyse the data, visualised through the iterative development and evaluation of an artefact in the form of BI dashboards following the design science research paradigm. The dashboards provide lecturers with insights into student behaviour and progress, enabling them to derive actionable suggestions for adapting student behaviour. The findings demonstrate that incorporating data-driven approaches positively impacted student engagement and improved learning outcomes. This case study contributes to the fields of learning analytics and educational data mining, offering insights into utilising data-driven approaches to enhance project-based learning experiences.
... If implemented online, it can use the help of cloud computing, which teachers and students access. PjBL-STEM learning that is carried out online can improve students' planning, collaboration, and communication skills (Çakiroğlu & Erdemir, 2019). In addition to its various advantages, PjBL-STEM-based learning also has the following weaknesses: 11) Requires an extended learning time to produce a product. ...
The Project-Based Learning-Science Technology, Engineering Mathematics (PjBL-STEM) model is needed to empower students' critical thinking abilities and independence. PjBL-STEM implementation has been carried out in various fields of study and at various levels. A comprehensive study is needed to map the potential opportunities and limitations of implementing PjBL-STEM, including its influence on students' thinking skills. Therefore, this research aims to conduct a comprehensive literature review regarding implementing PjBL-STEM to improve students' critical thinking skills. In particular, this study is correlated with the potential implementation of PjBL-STEM in Ecology and biodiversity material. The literature review method was used in this research. The scientific articles selected in this study are those indexed on Google Scholar and published in 2010-2022. The keywords “PjBL-STEM and Critical Thinking” were used as the initial basis for selecting articles. After applying the criteria and article limitations, 90 articles were obtained for analysis. The results of this study show that the implementation of PjBL-STEM in empowering critical thinking is carried out at the elementary school to tertiary level. Apart from that, implementing PjBL-STEM is also done in general research, such as developing teacher competencies. The strengths, weaknesses, challenges, and obstacles that may occur when applying the PjBL-STEM model to ecology and biodiversity material in empowering students' critical thinking are discussed in this article
... While researchers acknowledge the support of PjBL to promote professional preparation of students through higher education courses (Beier et al., 2019, Lucas & Goodman, 2015, Shpeizer, 2019, using PjBL through online learning is less researched. Online learning programs have experienced enormous growth in higher education, leaving educators to discover how to engage students in active learning in an online classroom (Çakiroğlu & Erdemir, 2019). Incorporating Dewey's (2004) constructivist method, educators have turned to PjBL for a student-centered approach to online learning (Çakiroğlu & Erdemir, 2019). ...
... Online learning programs have experienced enormous growth in higher education, leaving educators to discover how to engage students in active learning in an online classroom (Çakiroğlu & Erdemir, 2019). Incorporating Dewey's (2004) constructivist method, educators have turned to PjBL for a student-centered approach to online learning (Çakiroğlu & Erdemir, 2019). Scholarly practitioners have discovered that PjBL can be effective in an online learning environment with minimal teacher guidance (Morales et al., 2013). ...
... The students mastered the instructional design content through the development of the project, and many saw immediate and future applications in their professions. The positive student perceptions of using PjBL as a course requirement support prior research concerning the use of a constructivist approach to active learning in an online classroom to promote student learning, motivation, and interest (Çakiroğlu & Erdemir, 2019;Shih & Tsai, 2016). It is interesting to note that all of the 58 participants in this study passed the course. ...
The purpose of this single case study was to determine how a project-based learning approach to instructional design supported education doctorate students’ acquisition of new knowledge and practical application of skills in their current and future professions. Participants included 58 students in an online EdD instructional design course. We found that 72% of students credited the design project for scaffolding their learning about instructional design and 80% saw an immediate application of the instructional design project to their current professional roles. Further, 93% of students could foresee the application of new knowledge and skills to future professional opportunities. This study has implications for those who teach EdD courses and are interested in providing a project-based approach to content acquisition and teaching skills students can apply in their professional organizations, both current and future.
... The primary objective is to address and solve social problems through the development of projects. Other studies researched PBL in cross-disciplinary (MacLeod & van der Veen, 2019;St John et al., 2023) or cross-cultural context (Shadiev et al., 2015), some with technology (ChanLin, 2008) and online delivery (Çakiroğlu & Erdemir, 2018). Unlike other research that studied these variables separately, our research observes the cumulative effect, with an emphasis on cross-cultural learning context. ...
... Preparing prospective teachers to foster information and communication technology usage within their teaching strategies through innovative PBL pedagogies does not merely improve technology literacy, but more importantly, helps their students acquire analytical and critical higher thinking skills and foster their sense of self-efficacy, autonomous learning, and SRL skills. Studies have confirmed that employing PBL pedagogy through online projects, working with technology, and utilizing various online tools allowed students maximum autonomy compared to other traditional models of learning strategies (Çakiroğlu & Erdemir, 2019;Sutia et al., 2019). Teachers' willingness to cultivate self-learning skills among their students through the inventive use of technology has increased significantly (Alabdulhadi, 2019;Robert, 2014). ...
This study examined the effectiveness of a flipped learning strategy (FLS) on self-regulated learning (SRL) skills among pre-service Islamic education teachers utilizing project-based learning (PBL). The study collected both quantitative and qualitative data from participants using a mixed-methods design. Questionnaires were used to collect quantitative data, while unstructured interviews and written reflections from participants were used to collect qualitative data. Most participants (79%) had a favorable opinion of the FLS project, and their experience designing and executing the project using the PBL strategy had a positive impact on their SRL skills. The participants reported that the project strengthened their resolve to adopt FLS as an instructional strategy. The study emphasizes the need for rigorous preparation programmes and early exposure to innovative practices to boost teachers’ sense of self-efficacy and SRL skills. The study also highlights the potential advantages of aligning educational programmes with refined-oriented practices to positively influence educators' perspectives and pedagogical strategies in the classroom. Despite the positive findings of the study, Islamic Studies instructors' capacity for self-regulation requires further investigation. Specifically, further research is required to investigate the impact of FLS on teachers' SRL skills in different subject areas and the long-term effects of FLS on teacher development and student outcomes.
... This is supported by Diyah Ayu's research that project delivery can increase student learning activities and students are able to carry out all stages of learning in project-based learning 22 . This is also in line with Unal and Turgay that project delivery has an effect on student activities in online learning 4 . Practicum with Project Giving can improve students' creativity and character 14 . ...
This study aimed to describe the practical implementation of colligative properties by Online. Method used in this study was pre-experiment. Research subjects were 44 second semester chemical education students. Research data were collected using instruments in the form of student worksheets, rubrics for assessment reports and pretest questions. Results of this study indicated that the stages of applying colligative properties practicum by online were done through stages based on the distributed worksheets, students prepare project plans based on the problem formulations that have been made, made a project schedule for these stages through zoom meetings, students created projects by doing Practicum From Home (PFH) , lecturer monitored students’ activities through WhatsApp group, students discussed the feasibility of the project, the lecturer observed the feasibility of the project based on videos that have been made by students and students presented practicum reports through a zoom meeting.
... Despite the benefits of PjBL as stated above, designing a course in which PjBL is delivered entirely online can be challenging, especially for courses driven by a maker culture pedagogy. Although research highlights that online tools for collaboration, such as GoogleDocs, are helpful in facilitating activities in PjBL (Çakiroğlu and Erdemir, 2019), cases in which online tools are not supported by physical and social interaction, not by design but out of an emergency situation, e.g., in the case of COVID-19, are far more challenging and cannot be compared to regular e-learning. Recent research, however, which focuses on Emergency Remote Teaching during the pandemic, argues that despite the challenges and setbacks that online PBL and PjBL can pose, students working together for an end goal had a more positive experience and were also more motivated to create and collaborate, in comparison to problem-based activities that required individual effort and less interaction with their peers (Haslam et al., 2021). ...
COVID-19 has manifested itself as a social, cultural, and economic disrupter in many regions of the world. Among the fields that were seriously impacted was education, which had to move to Emergency Remote Teaching, often with minimal resources and support. This paper describes how COVID-19 was used as a motif and a theme to reconceptualise a project-based Master’s course in Media Studies at Maastricht University in The Netherlands. By outlining the pedagogic philosophy of this approach and the premises of the redesigned curriculum, as well as drawing from student feedback, the authors argue that a project-based course that revolved around the experience of the pandemic, not only provided students with well-sought lifelong and transferable skills, but also enabled them to cope with social isolation, providing them with an opportunity to contribute to a broader conversation about the experiences of the COVID-19 pandemic, providing them with an opportunity to both draw on and acknowledge the societal relevance of their studies.
... Meaningful projects can be pursued in project-based learning. Project-based learning facilitates students to create authentic work/products as a result of students' thoughts in learning; (Çakiroğlu & Erdemir, 2018;Wasimin, 2022). Project-based learning emphasizes the activeness of students to be able to learn by solving problems encountered and can produce a real project or work (Astuti et al., 2022;Kliebard, 2017;Maros et al., 2021). ...
... Judging from this statement, the activities to strengthen Pancasila character carried out in class have demonstrated the implementation of learning principles that support the competence and character of students holistically through strengthening Pancasila character. Implementation of learning to simulate attitudes in diversity also shows how the implications of learning principles that support the competence and character of students holistically through project-based learning (Çakiroğlu & Erdemir, 2018;Kartini & Anggraini, 2021;Nurhayati, 2022). ...
This research is motivated by the implementation of a new curriculum for elementary schools in Indonesia, namely the Merdeka Curriculum. The Merdeka Curriculum brings changes to educational standards in elementary schools. Pancasila education is compulsory, and learning with the New Paradigm is the standard process for elementary education. This study aims to analyses about the intervention process carried out by schools in terms of implementing Pancasila Education subjects with the Merdeka Curriculum. This research was conducted through a qualitative design with a case study approach. The subjects of this study were teachers of the first batch of schools that implemented the Merdeka Curriculum. The sample selection used the purposive sampling method. Data collection techniques using interviews, observation and documentation studies. The validity of the data was obtained through a source, technique and time triangulation. Data analysis was performed using the Creswell qualitative data analysis technique with the NVivo program. The implementation results cover eight aspects: diagnostic assessment, differentiated learning, discussion and collaboration, character building, learning projects, learning resources based on information and communication technology, formative and summative assessments. This study concludes that the implementation of Pancasila Education Subject has followed the standard process of the New Paradigm Merdeka Curriculum. The suggestion from this study is to improve teacher skills in applying a more varied differentiated approach and conducting formative assessments through process assessment to optimize the implementation of the Merdeka Curriculum in the Pancasila Education subject.
... Not only from educators but feedback is obtained, from other teams or friends as well [42]. Students can reflect on feedback provided by other teams, friends, and educators [43]. Project designs are completed by working together in groups [44]. ...
A learning model is a form of process or way of presenting
learning activities from beginning to end. This learning
model serves as a means of communication in the
classroom. This study aims to determine whether there are
differences in the evaluation of pure learning outcomes by
applying the Project-Based Learning (PjBL) and Problem
Based Learning (PBL) learning models with the Pretest
score as a controller. The number of subjects in this study
was 42 mining engineering students in applied physics
courses using the purposive sampling method. Data was
collected by asking questions before being given treatment
and after being given treatment. The data analysis
technique used is the analysis of covariance (ANCOVA) in
evaluating student learning outcomes. The findings
indicate that there are significant differences in learning
outcomes between the Project-Based Learning (PjBL)
learning model and the Problem Based Learning (PBL)
learning model by controlling the Pretest score. The
significance of the PjBL learning model gives different and
higher results compared to the PBL learning model. The
application of the Project-Based Learning learning model
provides many more meaningful and meaningful learning
experiences for students in improving the evaluation of
learning outcomes
