Projects-to-think-with and projects-to-talk with: how adult learners experience project-based learning in an online course

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dc.contributor.author Chen, Huei-Lien
dc.date.accessioned 2006-11-29T21:34:29Z
dc.date.available 2006-11-29T21:34:29Z
dc.date.issued 2006-11-29T21:34:29Z
dc.identifier.uri http://hdl.handle.net/2097/234
dc.description.abstract In many college of education programs, the feasibility of online courses has provided opportunities for in-service teachers who are pursuing a higher educational goal while working full-time with school and/or family responsibilities. Although preliminary evidence on project-based learning (PBL) in traditional classrooms with younger learners suggests that students are highly motivated, it is not clear whether adult learners recognize the value of the online PBL approach. This study documented adult learners’ learning experience with online projects, their collaborative experience, and their learning experience with technological tools. The result of this study can contribute to our understanding of the strengths and the obstacles in an online PBL environment. Nineteen participants who registered in a graduate level course participated in this case study over a 16-week semester. They collaborated in small group of 2–5 members in order to communicate and construct projects at a distance. Qualitative and quantitative data were collected and interpreted based on a descriptive case study design. Multiple sources of data include course documentation, archival data from course management system, student-created projects, surveys, and interviews. A model for content analysis of CMC was applied to qualitative analysis of the electronic discourse. Findings of this study indicated that participants gained positive experience in this new way of learning. In particular, three themes related to online PBL approach emerged: (1) project relevancy and authenticity as the primary concerns in guiding driving question, researching information, and constructing artifact; (2) synchronicity is indispensable for online collaboration; and (3) repeated exposures with technology tools reduce the fear and reinforce the skill to be learned. en
dc.format.extent 6568469 bytes
dc.format.mimetype application/PDF
dc.language.iso en_US en
dc.publisher Kansas State University en
dc.subject Project-Based Learning en
dc.subject Online Collaboration en
dc.subject Technology en
dc.subject Virtual groups en
dc.subject Social space en
dc.subject Chatroom en
dc.title Projects-to-think-with and projects-to-talk with: how adult learners experience project-based learning in an online course en
dc.type Dissertation en
dc.description.degree Doctor of Philosophy en
dc.description.level Doctoral en
dc.description.department Department of Secondary Education en
dc.description.advisor Diane McGrath en
dc.subject.umi Education, Curriculum and Instruction (0727) en
dc.subject.umi Education, Teacher Training (0530) en
dc.subject.umi Education, Technology (0710) en
dc.date.published 2006 en
dc.date.graduationmonth December en


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