Effects of a Technology Supported Project Based Learning (TS-PBL) Approach on the Success of a Mobile Application Development Course and the Students’ Opinions

Similar to traditional desktop software development processes, teamwork is a necessity in the mobile application development process. Thus, the aim of this study is to examine the effects of the technology supported project-based learning approach in mobile application development courses on the aca...

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Vydáno v:TEM Journal Ročník 6; číslo 2; s. 258 - 264
Hlavní autoři: Özdamlı, Fezile, Turan, Burcu
Médium: Journal Article
Jazyk:angličtina
Vydáno: Novi Pazar UIKTEN - Association for Information Communication Technology Education and Science 01.05.2017
Témata:
Academic achievement
Achievement tests
Applications programs
Collaboration
Design
Education
Engineering
Engineering education
ICT Information and Communications Technologies
Interdisciplinary aspects
Learning
Mobile communications networks
Mobile computing
Operating systems
Programming languages
Project-based learning
Qualitative research
Research methodology
Software
Software development
Students
Teamwork
Mobile application development
projectbased learning
students
ISSN:2217-8309, 2217-8333
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Shrnutí:Similar to traditional desktop software development processes, teamwork is a necessity in the mobile application development process. Thus, the aim of this study is to examine the effects of the technology supported project-based learning approach in mobile application development courses on the academic achievement of students and to clarify the engineering students’ opinions. A total of 130 engineering students from the Department taking mobile application development courses were the participants of this study. The lessons progressed in one group in the form of technology supported project-based learning steps, while in the other group, they were conducted using traditional methods. Based on the results, the practical implementation of a mobile application with a TS-PBL approach in engineering students’ education will be discussed.
Bibliografie:ObjectType-Article-1
SourceType-Scholarly Journals-1
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ISSN:2217-8309
2217-8333
DOI:10.18421/TEM62-10