You are here:

Project Development in Authentic Environments: A Case for Preservice Students
PROCEEDINGS

, , , Middle East Technical University, Turkey

EdMedia + Innovate Learning, in Orlando, FL USA ISBN 978-1-880094-60-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Full Text

Abstract

The aim of this study is to present the process of engaging preservice students in authentic learning environment during their project development, and to investigate the student perspectives to that environment. In this regard, all the processes that the students were engaged are described. The data of this case study was collected through in-depth interviews with 10 students, and document analyses; and analyzed with the content analysis method. The study showed that engaging students in authentic learning environments yielded learning that is perceived as a valuable experience in means of; a) being a real-life task, b) enhancing metacognition for their own learning, c) motivating towards the course, d) project making with groups. It can be concluded when a process is introduced to learners by holding them to be in such a process, it becomes more meaningful to the students.

Citation

Temur Gedik, N., Kiraz, E. & Ozden, M.Y. (2006). Project Development in Authentic Environments: A Case for Preservice Students. In E. Pearson & P. Bohman (Eds.), Proceedings of ED-MEDIA 2006--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1439-1446). Orlando, FL USA: Association for the Advancement of Computing in Education (AACE). Retrieved December 15, 2019 from .

© 2006 Association for the Advancement of Computing in Education (AACE)

Keywords

References

View References & Citations Map
  1. Barab, S.A., Squire, K.D., & Dueber, W. (2000). A co-evolutionary model for supporting the emergence of authenticity. Educational technology research and development, 48(2), 37-62.
  2. Bennett, S., Harper, B., & Hedberg, J. (2001). Designing real-life cases to support authentic design activities. In G. Kennedy, M. Keppell, C. McNaught, & T. Petrovic (Eds.), Meeting at the Crossroads. Proceedings of the 18th Annual Conference of the Australian Society for Computers in Learning in Tertiary Education (pp. 73-81). Melbourne: Biomedical Multimedia Unit,
  3. Grabinger, S. (1996). Rich environments for active learning. In D.H. Jonassen (Ed.), Handbook Of Research For Educational Communications and Technology. New York: Macmillan Library Reference.
  4. Herrington, J., & Oliver, R. (2000). An instructional design framework for authentic learning environments. Educational Technology Research and Development, 48(3), 23-48.
  5. Jonassen, D. (1999). Designing constructivist learning environments. In Ed. C.M. Reigeluth (Ed.) Instructional-Design Theories and Models. Lawrance Erlbaum Associates, Publishers, London.
  6. Reeves, T.C., Herrington, J., & Oliver, R. (2002). Authentic activities and online learning. In A. Goody, J. Herrington, & M. Northcote (Eds.), Quality Conversations: Research and Development in Higher Education, Vol. 25 (pp. 562-567). Jamison, ACT:
  7. Schank, R.C., Berman, T.R., & Macpherson, K.A. (1999). Learningbydoing. In Ed. C.M. Reigeluth (Ed.) InstructionalDesign Theories and Models. Lawrance Erlbaum Associates, Publishers, London.
  8. Stein, S.J., Isaacs, G. & Andrews, T. (2004). Incorporating authentic learning experiences within a university course. Studies in

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References