Authentic learning in the undergraduate social research methods classroom: students’ perspectives on project-based pedagogy

Abstract

To date, little empirical qualitative research has examined students’ perspectives on faculties’ pedagogical strategies in research methods classes in higher education institutions and how these affect their learning. This case study examined how a newly implemented project-based learning system (PjBL) was experienced by the students and how their views on the system evolved over time. The case study collected data from students through qualitative interviews and content-analyzed the transcriptions. The findings show that the students valued the switch from traditional teacher-centered teaching to project-based learning and that this kind of learning system has strong potential to attract students' interest and to engage them more actively and genuinely in the learning process. The study also identified negative student experiences with PjBL, especially increased workload and project-related anxiety. However, the study found that even the more reluctant students can eventually find the model attractive and valuable, as they become accustomed and attracted to it over time. The paper discusses the implications of the findings for the pedagogy of research methods in higher education.