Abstract
The purpose of this case study was to examine students' perceptions of their learning experiences while working on a real world instructional design project in a performance oriented team in the context of a situated and problem-based learning environment. Participants were 11 graduate students enrolled in a learning-by-doing instructional design program. The results revealed that overall students had a positive perception of their learning experiences despite difficulties related to managing expectations which led to initial feelings of anxiety and confusion. These expectations were primarily related to the nature of the project, the degree of scaffolding provided, and teamwork.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Interdisciplinary Journal of Problem-Based Learning
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
