The Experiences of the Prospective Information Technology Teachers Taking the Multimedia Design and Production Course with Project-Based Learning Method: A Case Study

Abstract

This study aims to determine the opinions and experiences of the prospective information technologies teachers who are taught in multimedia design and production with project-based learning (PBL). In the study, 45 prospective teachers were divided into eight different study groups. These study groups developed projects with a 14-week syllabus based on the ADDIE design model. At the end of the study, qualitative data were obtained from the participants through the interview form. The collected data were analyzed by the content analysis method. According to the results, the vast majority of the participants emphasized that they are satisfied with the way that the PBL is applied and that the PBL should be taken as a basis in the learning process. They also stated that the PBL allows for collaboration, leads to research, supports skill development, and is a fun learning method. However, the participants complained about not finding sufficient resources, especially in the PBL process, lack of cooperation in the group, and the limited time allocated for the PBL process. The results of the study can be useful to educators and education politicians who want to use the PBL in the learning process.This study aims to determine the opinions and experiences of the prospective information technologies teachers who are taught in multimedia design and production with project-based learning (PBL). In the study, 45 prospective teachers were divided into eight different study groups. These study groups developed projects with a 14-week syllabus based on the ADDIE design model. At the end of the study, qualitative data were obtained from the participants through the interview form. The collected data were analyzed by the content analysis method. According to the results, the vast majority of the participants emphasized that they are satisfied with the way that the PBL is applied and that the PBL should be taken as a basis in the learning process. They also stated that the PBL allows for collaboration, leads to research, supports skill development, and is a fun learning method. However, the participants complained about not finding sufficient resources, especially in the PBL process, lack of cooperation in the group, and the limited time allocated for the PBL process. The results of the study can be useful to educators and education politicians who want to use the PBL in the learning process.