Exploring Female Undergraduate Education Students’ Perceptions of Collaborative Online Project-Based Learning (COPBL)

Essa A. Alibraheim; Sabah A. El-Sayed

doi:10.29333/ejmste/11079

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Essa A. Alibraheim ¹ ^* , Sabah A. El-Sayed ¹

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¹ Imam Abdulrahman Bin Faisal University, SAUDI ARABIA^* Corresponding Author

Abstract

This study aims to identify the perceptions of female student teachers enrolled in the Primary Classroom Teacher Program (PCTP) at a university in Saudi Arabia. It will focus on Collaborative Online Project-Based Learning (COPBL), its advantages, challenges facing the implementation of this strategy, and provide suggestions and recommendations to overcome these challenges. A mixed-method research design was used to analyze the data. Questionnaires were used to collect quantitative data from fifty-five students, and nine of them were interviewed to collect qualitative data. The interview sample was intentionally chosen based on the diversity of responses in the questionnaires. The results of this study revealed that there is a consensus between the perceptions of the study sample in the questionnaires and interviews. Participants showed positive perceptions about COPBL. Researchers presented some recommendations and suggestions at the end of this study.

Keywords

students’ perceptions
primary classroom teacher program
female undergraduate education students
collaborative online project-based learning
Saudi Arabia

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2021, Volume 17, Issue 8, Article No: em1993

https://doi.org/10.29333/ejmste/11079

Publication date: 15 Jul 2021

Article Views: 1658

Article Downloads: 948

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Disclosure

Declaration of Conflict of Interest: No conflict of interest is declared by author(s).

Data sharing statement: Data supporting the findings and conclusions are available upon request from the corresponding author(s).

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How to cite this article

APA

Alibraheim, E. A., & El-Sayed, S. A. (2021). Exploring Female Undergraduate Education Students’ Perceptions of Collaborative Online Project-Based Learning (COPBL). Eurasia Journal of Mathematics, Science and Technology Education, 17(8), em1993. https://doi.org/10.29333/ejmste/11079

Vancouver

Alibraheim EA, El-Sayed SA. Exploring Female Undergraduate Education Students’ Perceptions of Collaborative Online Project-Based Learning (COPBL). EURASIA J Math Sci Tech Ed. 2021;17(8):em1993. https://doi.org/10.29333/ejmste/11079

AMA

Alibraheim EA, El-Sayed SA. Exploring Female Undergraduate Education Students’ Perceptions of Collaborative Online Project-Based Learning (COPBL). EURASIA J Math Sci Tech Ed. 2021;17(8), em1993. https://doi.org/10.29333/ejmste/11079

Chicago

Alibraheim, Essa A., and Sabah A. El-Sayed. "Exploring Female Undergraduate Education Students’ Perceptions of Collaborative Online Project-Based Learning (COPBL)". Eurasia Journal of Mathematics, Science and Technology Education 2021 17 no. 8 (2021): em1993. https://doi.org/10.29333/ejmste/11079

Harvard

Alibraheim, E. A., and El-Sayed, S. A. (2021). Exploring Female Undergraduate Education Students’ Perceptions of Collaborative Online Project-Based Learning (COPBL). Eurasia Journal of Mathematics, Science and Technology Education, 17(8), em1993. https://doi.org/10.29333/ejmste/11079

MLA

Alibraheim, Essa A. et al. "Exploring Female Undergraduate Education Students’ Perceptions of Collaborative Online Project-Based Learning (COPBL)". Eurasia Journal of Mathematics, Science and Technology Education, vol. 17, no. 8, 2021, em1993. https://doi.org/10.29333/ejmste/11079