The effectiveness of wikis for project-based learning in different disciplines in higher education

Chu, Skw; Zhang, Yin; Chen, Khy; Chan, Chi Keung; Lee, Celina Wing Yi; Zou, Ellen Wenting; Lau, Wilfred W. F.

doi:10.1016/j.iheduc.2017.01.005

Cited by 118 publications

(88 citation statements)

References 44 publications

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“…The percentage of achievement of the indicator was calculated by comparing the number of scores obtained on each indicator of creative thinking [18], analyzing [19] with the maximum number of scores per indicator multiplied by 100%. From the analysis of the data, the results of the analysis of indicators that are categorized are high on fluency indicators, while flexibility, originality, elaboration, and analysis are still in the moderate category.…”

Section: Resultsmentioning

confidence: 99%

Profile of Elementary School Pre-Service Teacher Based on High Order Thinking Skills (HOTS) on Natural Science Subject

Atmojo¹,

Sajidan²,

Sunarno³

et al. 2017

Proceedings of the International Conference on Teacher Training and Education 2017 (ICTTE 2017)

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Scientific inquiry and project-based learning can foster the ability to think, work, and be scientific and communicate it as an important aspect of Life Skills. Science learning emphasizes the provision of direct learning experience through the use and development of process skills and scientific attitudes, so as to empower the high thinking ability of Elementary School Pre-Service Teacher (ESPT). The aim of this study to determine the competence profile of high-order thinking skills (HOTS) ability of 120 pre-service teachers in science materials at Universitas Sebelas Maret. Sources of data in the form of scores of test results of high order thinking skills that have been validated and tested its reliability. High order thinking skills tests include creative thinking skills and analyzing processes. The technique of data retrieval is done by giving written test instrument in the form of stuffing to the student, then corrected level of truth of answer based on predetermined criteria. The ESPT improvement on creative thinking skills can be seen from the average of N-Gain. The data obtained were analyzed descriptively quantitatively. This study shows that the competence of preservice teachers in HOTS has a mean of 33.2% (40 ESPT). This indicates that the high thinking skills of prospective elementary teachers are medium category, but still needed improvement on certain materials.

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Section: Resultsmentioning

confidence: 99%

Profile of Elementary School Pre-Service Teacher Based on High Order Thinking Skills (HOTS) on Natural Science Subject

Atmojo¹,

Sajidan²,

Sunarno³

et al. 2017

Proceedings of the International Conference on Teacher Training and Education 2017 (ICTTE 2017)

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show abstract

“…In addition to this, half of the teachers mentioned the lack of knowledge regarding scientific research process, and it has been determined that professionally experienced teachers had insufficient time concerning the monitoring of the process. When related researches have been examined, it has been seen that teachers lack of knowledge, skill and experience regarding alternative assessment tools and they have difficulties in time management [1,2,3,16,21,22,23,41,48,50,51].…”

Section: Discussion Conclusion and Implicationsmentioning

confidence: 99%

“…In this process, teachers have great works and responsibilities. However, the results of the carried out studies show that teachers' knowledge and skills regarding the planning, implementation and assessment processes of project tasks are not in desired level and they are the fields that require improvement [3,16,20,21,23,25,26,41,50,51,54]. In said studies, it is determined that mostly Turkish, sciences, math's and primary teachers proficiencies regarding the planning, implementation and assessment processes of project tasks are focused on.…”

Section: Introductionmentioning

confidence: 99%

Social Studies Teachers' In-service Training Needs towards Project Tasks: A Comparative Case Study

Uyar¹,

Karakuş²

2017

ujer

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This study aims to determine in-service training needs of novice and professionally experienced social studies teachers regarding the planning, implementation and assessment processes of project tasks. The study was carried out using comparative case study from qualitative research patterns as base. Eight social studies teachers who were determined by means of extreme and deviant case sampling constitute the participants of the study. Interview method was used in data collection and collected data were analyzed with inductive content analysis approach. As a result of analysis, it was determined that social studies teachers need an in-service training that includes basic features of project based learning approach and context-based practices. In addition, it was found that teachers need to improve their knowledge and skills especially concerning 'taking student and curriculum characteristics into consideration in project processes', 'adaptation of project processes into different education environments' and 'development and usage of objective assessment tools'.

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“…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.…”

Section: Literature Review Project Based Learning Modelmentioning

confidence: 99%

The implementation of project-based learning model and audio media Visual can increase students’ activities

Saputra

Joyoatmojo

Harini

2018

IJMMU

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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.

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The effectiveness of wikis for project-based learning in different disciplines in higher education

Cited by 118 publications

References 44 publications

Profile of Elementary School Pre-Service Teacher Based on High Order Thinking Skills (HOTS) on Natural Science Subject

Profile of Elementary School Pre-Service Teacher Based on High Order Thinking Skills (HOTS) on Natural Science Subject

Social Studies Teachers' In-service Training Needs towards Project Tasks: A Comparative Case Study

The implementation of project-based learning model and audio media Visual can increase students’ activities

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