Abstract
This paper discusses evaluation findings from project-based and blended learning courses in the higher education sector and beyond. The multi-method studies focus on learners’ attitudes, practices and preferences towards project-based and blended learning. The evaluated courses were developed and taught in the context of teacher training programs at Ludwigsburg University of Education (LUE). They aim at the planning, execution and critical reflection of individual projects carried out by the participating students in blended learning contexts. This paper presents a discussion of the structure, the blended methodology and the outcomes of the courses, combining the methods of quantitative evaluation research and qualitative interviews. By doing so, the study assesses current practice and analyses the above-mentioned courses closely and in detail. Thus, this paper discusses how students deal with a project-based and blended learning environment and how these results can be constructively implemented to improve future project-based and blended learning scenarios.
Highlights
The process of autonomous learning in blended learning settings has become increasingly important and has changed considerably in the face of new challenges [1]
This study reports on the development, implementation and evaluation of courses in the programs “Teacher Education” and “Early Childhood Education” at Ludwigsburg University of Education (LUE) in Germany [7]
The surveys indicate that three factors are essential for the participating students when it comes to project-based and blended learning scenarios: (a) The balance between online and classroom learning (b) The balance between synchronous and asynchronous contents (c) The balance between autonomous and collaborative work
Summary
The process of autonomous learning in blended learning settings has become increasingly important and has changed considerably in the face of new challenges [1]. The world of learners and teachers has become more autonomous and, at the same time, more flexible and interconnected as a result of new challenges such as globalization and digitalization This is discussed by many academics whose interests lie within the scope of project-based, autonomous, digital and blended learning scenarios. The courses discussed, show a mix of synchronous and asynchronous course sessions and use various digital and face-to-face learning scenarios [9] Against this backdrop, the focus of this paper is to discuss the structure and the evaluation of the courses to present results on the possible impacts of project-based and blended learning approaches. To facilitate insights into these topics, the paper discusses quantitative and qualitative evaluations focusing on the attitudes and preferences of students to project-based and blended learning scenarios
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