Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You and Your Team.

Learn More →

Educators’ perceptions of a maker-based learning experience

Educators’ perceptions of a maker-based learning experience PurposeThe purpose of this paper is to examine a cohort of educators’ perspectives of a semester-long maker-based university course.Design/methodology/approachThis qualitative study utilized participants’ weekly and end-of-semester written reflections to illustrate the participants’ perceptions of a semester-long university course focused on the role of maker principles and technologies in a variety of educational contexts.FindingsThe participants’ perceptions of learning following the semester-long maker experience viewed learning as a more collaborative experience, and noted the benefits of a classroom community that arose from the collaboration.Originality/valueThis study adds empirical research to the literature base on the use of maker tools and strategies in formal educational environments. While other studies have examined similar environments, they tend to focus on short-term, single experiences. This study followed the development of educators’ perceptions of a maker-based learning experience over a longer duration of time. The findings of this study provide a research-based foundation for teacher educators to build upon when developing maker-based learning activities. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The International Journal of Information and Learning Technology Emerald Publishing

Loading next page...
 
/lp/emerald-publishing/educators-perceptions-of-a-maker-based-learning-experience-ffrulxC5VW
Publisher
Emerald Publishing
Copyright
Copyright © Emerald Group Publishing Limited
ISSN
2056-4880
DOI
10.1108/IJILT-06-2017-0050
Publisher site
See Article on Publisher Site

Abstract

PurposeThe purpose of this paper is to examine a cohort of educators’ perspectives of a semester-long maker-based university course.Design/methodology/approachThis qualitative study utilized participants’ weekly and end-of-semester written reflections to illustrate the participants’ perceptions of a semester-long university course focused on the role of maker principles and technologies in a variety of educational contexts.FindingsThe participants’ perceptions of learning following the semester-long maker experience viewed learning as a more collaborative experience, and noted the benefits of a classroom community that arose from the collaboration.Originality/valueThis study adds empirical research to the literature base on the use of maker tools and strategies in formal educational environments. While other studies have examined similar environments, they tend to focus on short-term, single experiences. This study followed the development of educators’ perceptions of a maker-based learning experience over a longer duration of time. The findings of this study provide a research-based foundation for teacher educators to build upon when developing maker-based learning activities.

Journal

The International Journal of Information and Learning TechnologyEmerald Publishing

Published: Nov 6, 2017

References