Page 172 - International Perspectives on Effective Teaching and Learning in Digital Education

Mojca Žefran and Silva Bratož

Identifying and analysing
the problem in the
educational context

Analysing data Theoretical founding
and connecting
to existing literature via literature review

Implementing IBL Planning
in the course
to collect data the IBL scenario

Design-based research cycle: February 2023 – June 2023
Figure 1 Overview of Activities in the Design–Based Research Cycle
Methodology
This study was guided by the following research questions:

1. How effective is the IBL approach in developing students' digital skills?
. What are students' attitudes towards and perceptions of IBL?
3. What challenges do students perceive in developing digital skills thro-
ugh IBL?

Research Design
To investigate the effectiveness of using the IBL approach for developing
pre-service teachers’ digital skills we employed a design-based research
(DBR) approach. As outlined by Wang and Hannafin (5), DBR is a flexible,
iterative methodology that aims to improve educational practices through
ongoing cycles of analysis, design, implementation, and refinement in re-
al-world settings, with collaboration between researchers and practitioners.
The present study represents one DBR cycle conducted over one semester
(Figure 1) focused on the implementation and evaluation of an IBL scenario
aimed at enhancing students’ digital competencies.

IBL Scenario and Data Collection
The IBL scenario was designed on the basis of the 5E instructional model (By-
bee et al., 6). The scenario served as a framework for developing students’
digital skills through a series of structured, inquiry-driven activities. Data col-

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