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Aufsatz (Zeitschrift) zugänglich unter
URN: urn:nbn:de:0111-pedocs-351321
DOI: 10.25656/01:35132; 10.26529/cepsj.2131
URN: urn:nbn:de:0111-pedocs-351321
DOI: 10.25656/01:35132; 10.26529/cepsj.2131
| Originaltitel |
Developing digital literacy in pre-service primary school teachers through a massive open online course and project-based learning |
|---|---|
| Paralleltitel | Razvijanje digitalne pismenosti bodočih učiteljev razrednega pouka z masovnim odprtim spletnim tečajem in s projektno zasnovanim učenjem |
| Autor |
Žerovnik, Alenka  |
| Originalveröffentlichung | CEPS Journal 15 (2025) 4, S. 37-60  |
| Dokument | Volltext (841 KB) |
| Lizenz des Dokumentes |
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| Schlagwörter (Deutsch) | Digitale Medien; Medienkompetenz; MOOC <Massive Open Online Course>; Implementierung; Wirksamkeit; Projekt; Projektlernen; Lehramtsstudent; Zufriedenheit; Empirische Untersuchung |
| Teildisziplin | Empirische Bildungsforschung Medienpädagogik |
| Dokumentart | Aufsatz (Zeitschrift) |
| ISSN | 2232-2647; 1855-9719; 22322647; 18559719 |
| Sprache | Englisch |
| Erscheinungsjahr | 2025 |
| Begutachtungsstatus | Peer-Review |
| Abstract (Englisch): | The present paper examines the implementation of a massive open online course and project-based learning to develop the digital competences of preservice teachers. The course design was based on the Digital Competence Framework for Citizens. The study evaluates the effectiveness of the implemented massive open online course and project-based learning in developing digital competences and assesses student satisfaction with these methods. A total of 166 students participated in the study during two academic years. The massive open online course and project assignments are compulsory components of the ICT in Education course. Students completed the massive open online course in an online classroom and demonstrated basic knowledge and understanding by achieving a passing grade. Through project-based learning, they developed digital competences at higher cognitive levels. At the end of the academic year, anonymised student feedback was collected on satisfaction with the lessons delivered, the support received from the mentors, the feedback received, and assessment through the massive open online course and project-based learning. The results indicate significant progress in digital skills, especially in digital educational content creation. The study also revealed high levels of student satisfaction with the lessons delivery, mentor support and feedback. The students rated the assessment through projectbased learning positively, indicating the effectiveness of this method. Recommendations are made for improving training and promoting digital competences of students. The study contributes to understanding the importance of integrating digital literacy into educational programmes and provides guidelines for developing effective approaches to promote digital literacy, which is essential for preparing students for future professional challenges and active citizenship in a technologically advanced world. (DIPF/Orig.) |
| weitere Beiträge dieser Zeitschrift | CEPS Journal Jahr: 2025 |
| Statistik |  Anzahl der Zugriffe auf dieses Dokument
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| Prüfsummen | Prüfsummenvergleich als Unversehrtheitsnachweis |
| Eintrag erfolgte am | 27.04.2026 |
| Quellenangabe | Žerovnik, Alenka: Developing digital literacy in pre-service primary school teachers through a massive open online course and project-based learning - In: CEPS Journal 15 (2025) 4, S. 37-60 - URN: urn:nbn:de:0111-pedocs-351321 - DOI: 10.25656/01:35132; 10.26529/cepsj.2131 |
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