Doctoral Student Perceptions of a Project-Based Learning Approach in an Instructional Design 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 student...

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Veröffentlicht in:Impacting Education: Journal on Transforming Professional Practice 2023, Vol.8 (3), p.1
Hauptverfasser: McCall, Madelon, Shelton, Ryann N, Crowley, Brandy N, Ritter, Kenley
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container_title Impacting Education: Journal on Transforming Professional Practice
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creator McCall, Madelon
Shelton, Ryann N
Crowley, Brandy N
Ritter, Kenley
description 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.
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subjects Active Learning
Distance Education
Doctoral Students
Electronic Learning
Instructional Design
Student Attitudes
Student Projects
Technology Uses in Education
title Doctoral Student Perceptions of a Project-Based Learning Approach in an Instructional Design Course
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