Educators’ perceptions of a maker-based learning experience
International Journal of Information and Learning Technology
ISSN: 2056-4880
Article publication date: 6 November 2017
Abstract
Purpose
The purpose of this paper is to examine a cohort of educators’ perspectives of a semester-long maker-based university course.
Design/methodology/approach
This qualitative study utilized participants’ weekly and end-of-semester written reflections to illustrate the participants’ perceptions of a semester-long university course focused on the role of maker principles and technologies in a variety of educational contexts.
Findings
The participants’ perceptions of learning following the semester-long maker experience viewed learning as a more collaborative experience, and noted the benefits of a classroom community that arose from the collaboration.
Originality/value
This study adds empirical research to the literature base on the use of maker tools and strategies in formal educational environments. While other studies have examined similar environments, they tend to focus on short-term, single experiences. This study followed the development of educators’ perceptions of a maker-based learning experience over a longer duration of time. The findings of this study provide a research-based foundation for teacher educators to build upon when developing maker-based learning activities.
Keywords
Citation
Cohen, J.D., Huprich, J., Jones, W.M. and Smith, S. (2017), "Educators’ perceptions of a maker-based learning experience", International Journal of Information and Learning Technology, Vol. 34 No. 5, pp. 428-438. https://doi.org/10.1108/IJILT-06-2017-0050
Publisher
:Emerald Publishing Limited
Copyright © 2017, Emerald Publishing Limited