Exploring Female Undergraduate Education Students’ Perceptions of Collaborative Online Project-Based Learning (COPBL)

Essa A. Alibraheim,Sabah A. El-Sayed

doi:10.29333/ejmste/11079

Abstract

This study aims to identify the perceptions of female student teachers enrolled in the Primary Classroom Teacher Program (PCTP) at a university in Saudi Arabia. It will focus on Collaborative Online Project-Based Learning (COPBL), its advantages, challenges facing the implementation of this strategy, and provide suggestions and recommendations to overcome these challenges. A mixed-method research design was used to analyze the data. Questionnaires were used to collect quantitative data from fifty-five students, and nine of them were interviewed to collect qualitative data. The interview sample was intentionally chosen based on the diversity of responses in the questionnaires. The results of this study revealed that there is a consensus between the perceptions of the study sample in the questionnaires and interviews. Participants showed positive perceptions about COPBL. Researchers presented some recommendations and suggestions at the end of this study.

Highlights

Teachers play a very important role in raising generations in all societies
The questionnaire was distributed to all female undergraduate Education students, specializing in Primary Classroom Teacher Program (PCTP), who are enrolled in the Mathematics Teaching Methods course (MTM) course in the seventh semester at the College of Education, Imam Abdulrahman Bin Faisal University (IAU), after teaching them with the Collaborative Online Project-Based Learning (COPBL) strategy
To answer the first research question, which stated, “What are the perceptions of the female undergraduate Education students specializing in the PCTP about the COPBL strategy” The scores of means and standard deviations were calculated to clarify the perceptions of the participants towards COPBL

Summary

Introduction

Colleges of education are working hard to raise each teacher’s capabilities and skills so that they will be able to perform in this profession with a high level of efficiency. Teacher training has become the most effective and successful method for advancing teaching skills and activating their ability to succeed within educational institutions. Conferences and workshops were held in different countries for the professional preparation of teachers, such as The Sultan Qaboos University International Conference (2004), which emphasized the need develop the programs of College of Education, and to coordinate between teacher preparation institutions and the ministries responsible for education, (Metwally, 2004) In this context, Furner and Robison (2004) formulated a set of recommendations to develop the teacher preparation program taking into consideration the results of TIMSS (2003). Among these recommendations is the necessity for teacher preparation programs to focus on academic preparation, to focus on the content that the teacher needs after graduation, presenting the content in an in-depth and meaningful manner using physical materials and appropriate technology, and focusing on solving problems in access to new knowledge

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Conclusion