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Educators’ perceptions of a maker-based learning experience

Jonathan D. Cohen (Learning Technologies Division, Georgia State University, Atlanta, Georgia, USA)
Julia Huprich (Learning Technologies Division, Georgia State University, Atlanta, Georgia, USA)
W. Monty Jones (Department of Teaching and Learning, Virginia Commonwealth University, Richmond, Virginia, USA)
Shaunna Smith (Department of Curriculum and Instruction, Texas State University San Marcos, San Marcos, Texas, USA)

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

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Emerald Publishing Limited

Copyright © 2017, Emerald Publishing Limited