The Impact of Using Collaborative Online International Learning during the Design of Maker Educational Practices by Pre-Service Teachers
dc.contributor.author | Quintana Ordorika, Amaia | |
dc.contributor.author | Garay Ruiz, Urtza | |
dc.contributor.author | Camino Esturo, Edorta Mirena | |
dc.contributor.author | Portillo Berasaluce, Javier ![]() | |
dc.date.accessioned | 2024-03-25T18:17:54Z | |
dc.date.available | 2024-03-25T18:17:54Z | |
dc.date.issued | 2024-01-31 | |
dc.identifier.citation | Sustainability 16(3) : (2024) // Article ID 1222 | es_ES |
dc.identifier.issn | 2071-1050 | |
dc.identifier.uri | http://hdl.handle.net/10810/66447 | |
dc.description.abstract | The main purpose of this study is to measure the effect of COIL when implementing the maker methodological approach in teacher training in relation to motivation and the technology acceptance level. The sample consisted of 44 primary education pre-service teachers from the University of The Basque Country (UPV/EHU). The motivation level was measured using a post survey that included the Reduced Instructional Materials Motivation Survey (RIMMS) and the perception in relation to the acceptance of the technology using items from the Technology Acceptance Model (TAM). Quantitative data were collected at the end of the training to analyse the differences among the two groups, the EHU control group and the EHU-COIL experimental group. Results show that the EHU-COIL experimental group showed higher levels of motivation and technology acceptance in all of the subscales compared to the EHU control group after completion of the experience of being trained on maker education and designing collaboratively sustainable maker educational teaching and learning plans. The differences were particularly significant in the perceived usefulness subscale. In light of these findings, it seems that participation in COIL in teacher training adds value to maker-based educational practices. | es_ES |
dc.description.sponsorship | This research was funded by the Basque Government’s Department of Education, particularly the funding for research teams working on the project “Creating STEAM education through designing and implementing makerspaces”, with award number IT1685-22. | es_ES |
dc.language.iso | eng | es_ES |
dc.publisher | MDPI | es_ES |
dc.rights | info:eu-repo/semantics/openAccess | es_ES |
dc.rights.uri | http://creativecommons.org/licenses/by/4.0/es/ | |
dc.subject | maker education | es_ES |
dc.subject | collaborative online international learning | es_ES |
dc.subject | pre-service teacher training | es_ES |
dc.subject | motivation | es_ES |
dc.subject | technology acceptance | es_ES |
dc.title | The Impact of Using Collaborative Online International Learning during the Design of Maker Educational Practices by Pre-Service Teachers | es_ES |
dc.type | info:eu-repo/semantics/article | es_ES |
dc.date.updated | 2024-02-09T15:07:03Z | |
dc.rights.holder | © 2024 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/ 4.0/). | es_ES |
dc.relation.publisherversion | https://www.mdpi.com/2071-1050/16/3/1222 | es_ES |
dc.identifier.doi | 10.3390/su16031222 | |
dc.departamentoes | Didáctica y organización escolar | |
dc.departamentoes | Ciencias de la Educación | |
dc.departamentoeu | Didaktika eta eskola antolakuntza | |
dc.departamentoeu | Hezkuntza Zientziak |
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Except where otherwise noted, this item's license is described as © 2024 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/ 4.0/).