Fostering Self-Directed Learning Ability of Educational Technology Learners: Insights from Project-Based Learning Implementation

Abstract

             Because of the constant change in technological advancement, self-directed learning is an important ability for educational technology learners to possess. This study investigated the effects of project-based learning on self-directed learning ability by using a quasi-experimental research. Utilizing the learner-directed and real-world approach, a project-based learning was implemented in a course, enrolled by 32 undergraduate learners, studying in the second year of the Computer Education major at a College of Education in the central part of Thailand. Four aspects of self-directed learning ability were measured after implementing the project-based learning (learning motivation, planning and implementing, self-monitoring, and interpersonal communication). It is evident that learners reported having higher level of self-directed learning ability in all aspects after implementing project-based learning. Future research should conduct a longitudinal research study to study conceptual retention in project-based learning.