This study explores the barriers associated with teachers implementing Internet and Communication Technology-assisted Collaborative Project-based Learning (ICTCPrjBL) as a classroom teaching methodology with students. We used a Web-based Delphi method to engage experienced educators in anonymous consensus building consisting of three rounds of surveys. The Round 1 analysis yielded 51 barriers. The Round 2 analysis produced descriptive statistics (range, mean, and standard deviation) on the importance of each barrier. The Round 3 analysis confirmed 16 of the 51 (31.4%) barriers as “moderately significant” to “very significant” to implementing ICTCPrjBL. Important contributions of this study include: (a) identification of barriers to implementing ICTCPrjBL that can inform the literature and promote greater utilization throughout the educational community and (b) a cross comparison of barriers between North America, Eastern Europe, and Africa to examine regional differences.
The Underutilization of Internet and Communication Technology-assisted Collaborative Project-Based Learning Among International Educators: A Delphi StudyEducational Technology Research and Development
Citation InformationKramer, B., Walker, A., & Brill, J. (2007). The Underutilization of Internet and Communication Technology-assisted Collaborative Project-Based Learning Among International Educators: A Delphi Study. Educational Technology Research & Development, 55(5), 527-543.