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The Adoption of Project Based Learning in Graphic Communication Programs.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	The Adoption of Project Based Learning in Graphic Communication Programs./
作者:	Zainuddin, Aezzaddin Aisyah.
面頁冊數:	1 online resource (91 pages)
附註:	Source: Masters Abstracts International, Volume: 56-04.
Contained By:	Masters Abstracts International56-04(E).
標題:	Pedagogy. -
電子資源:	click for full text (PQDT)
ISBN:	9781369840810

The Adoption of Project Based Learning in Graphic Communication Programs.
Zainuddin, Aezzaddin Aisyah.

The Adoption of Project Based Learning in Graphic Communication Programs. - 1 online resource (91 pages)

Source: Masters Abstracts International, Volume: 56-04.

Thesis (M.S.)--Rochester Institute of Technology, 2017.

Includes bibliographical references

Project Based Learning (PBL) is widely recognized as an effective teaching method when compared to traditional lecture-based approaches in the classroom. Recognizing that the graphic communications industry needs employees with requisite skill sets and the established efficacy of PBL as a pedagogical technique for teaching those skills, the researcher examined the implementation of PBL in post-secondary institutions serving the graphic communications industry.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369840810Subjects--Topical Terms:

1148703
Pedagogy.
Index Terms--Genre/Form:

554714
Electronic books.

The Adoption of Project Based Learning in Graphic Communication Programs.
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100 1 $a Zainuddin, Aezzaddin Aisyah. $3 1193988
245 1 4 $a The Adoption of Project Based Learning in Graphic Communication Programs.
264 0 $c 2017
300 $a 1 online resource (91 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
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500 $a Source: Masters Abstracts International, Volume: 56-04.
500 $a Advisers: Bruce Myers; Michael Riordan.
502 $a Thesis (M.S.)--Rochester Institute of Technology, 2017.
504 $a Includes bibliographical references
520 $a Project Based Learning (PBL) is widely recognized as an effective teaching method when compared to traditional lecture-based approaches in the classroom. Recognizing that the graphic communications industry needs employees with requisite skill sets and the established efficacy of PBL as a pedagogical technique for teaching those skills, the researcher examined the implementation of PBL in post-secondary institutions serving the graphic communications industry.
520 $a A cross-sectional survey was conducted to solicit information from educators in graphic communications programs in the United States. The questionnaire was designed to examine the factors which comprise PBL utilized in the classroom. PBL factors were derived from an extensive search of the relevant literature, and included critical thinking, collaboration, communication, creativity and innovation, self-direction, and local connections.
520 $a In the examination of the differences between lecture- and laboratory-based courses with PBL implementation, similarities as well as differences were noted when the mean ranks of the various factors were analyzed. The study also examined the various types of graphic communication courses taught by different degree programs; it is found that the associates' level schools are focused almost entirely on Graphic, Digital and New Media and Printing Technologies and Processes, whereas institutions awarding Bachelor's degrees offered more diverse topics, including Business Management and Entrepreneurship and Materials and Sciences.
520 $a Finally, the research investigated the support-structures which are in place to support professional development for graphic communications educators. Respondents indicated that over three-quarters of administrators support teachers in their professional development, however funding and release time for development were not as widely cited.
520 $a Overall, to fully adopt these PBL activities as part of their pedagogy, it is crucial for them to prepare themselves with these teaching techniques. Further, having a clear goal of exposing students to real-work outcomes could help educators to shift the mindset of their students with not only requisite technical skills but also the desired soft-skills such as working collaboratively and managing projects.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Pedagogy. $3 1148703
655 7 $a Electronic books. $2 local $3 554714
690 $a 0456
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Rochester Institute of Technology. $b Print Media. $3 1193989
773 0 $t Masters Abstracts International $g 56-04(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10286506 $z click for full text (PQDT)