Collaborative Project-based Learning Research Articles

Integrating Project-Based Collaborative Learning into English Classroom: A Systematic Review

This paper systematically reviews the integration of Project-Based Collaborative Learning (PBCL) in English classrooms, focusing on the aims, methodologies, results, novelty, and contributions of studies conducted over the past decade. The review identifies key patterns, gaps, and future research opportunities in PBCL, offering insights for educators and policymakers. The findings highlight the effectiveness of PBCL in improving student engagement, language acquisition, and collaborative skills, making a compelling case for its wider adoption in English language classroom education.

Online collaborative PBL – The Bridge21 approach

Collaborative project-based learning is one pedagogical approach which has the potential to play a meaningful role in synchronous online teaching but its use at second level, or high school, is under-explored. This paper describes the use, in an online setting, of the Bridge21 pedagogical model for collaborative project-based learning with secondary school students. It compares the experiences of a group (N = 119) of students (aged 15–16) who, in an Emergency Remote Teaching offered during Covid, experienced the model in an online, synchronous modality with that of a group (N = 253) who participated face-to-face in the following year.Two related research questions are addressed. (RQ1) Are the Bridge to College collaborative project-based learning workshops as effective, in terms of enhancing secondary school student confidence in Transversal Skills, when delivered in a synchronous online modality as they were when delivered face-to-face? (RQ2) If so, then what are the elements of the workshops which contribute to their effectiveness?Data on improvement in student confidence in Transversal Skills show that the online experience was on a par with face-to-face offerings. Student feedback suggests that the focus on collaborative work, and the structured approach to PBL, were key factors in the success of the model in the online setting. The modifications needed to adapt the model for use online were minimal. Thus, the contribution of the paper is to provide a model for synchronous online learning, for secondary schools, which preserves the benefits arising from face-to-face collaborative PBL.

Collaborative project-based learning in global health: Enhancing competencies and skills for undergraduate nursing students

BackgroundDespite the importance of collaboration and communication in global health, existing educational approaches often rely on traditional one-way instruction from instructor to student. Therefore, this study aimed to evaluate the effectiveness of a newly developed undergraduate curriculum on global health in enhancing nursing students’ competencies in global health and communication, problem-solving, and self-directed learning skills.MethodsA 15-week course “Global Health and Nursing” was designed for undergraduate nursing students, and a collaborative project-based learning method was used. Study participants were undergraduate nursing students enrolled in the course. The study was a multi-method study and included quantitative and qualitative components. It employed a one-group pretest–posttest design to quantitatively assess the impact of the curriculum. Additionally, student experiences with the learning process were qualitatively explored through a focus group interview. A total of 28 students participated in this study, and 5 of them participated in the focus group interview.ResultsThe collaborative project-based learning method significantly improved global health competency (t = − 10.646, df = 22, p < 0.001), with a large effect size. It also improved communication skills (t = − 2.649, df = 22, p = 0.015), problem-solving skills (t = − 3.453, df = 22, p = 0.002), and self-directed learning skills (t = − 2.375, df = 22, p = 0.027). Three themes were found through the focus group interview: (a) Promoting global health competency; (b) Fostering life skills through collaborative projects; and (c) Recommendations for future classes. The focus group interview indicated that overall, the study participants were satisfied with the collaborative project-based method for global health education.ConclusionsThis study confirms that project-based learning significantly boosts the competencies and skills of students, recommending its broader adoption in nursing education. Nursing instructors should consider adopting this teaching approach for global health education at the undergraduate level. Future studies may employ a longitudinal design to assess the prolonged effects of the collaborative project-based learning approach, particularly focusing on the long-term retention of skills and the broader applicability of this model across different educational settings.

Regulation of emotions in project-based collaborative learning: an empirical study in academic English classrooms.

In spite of the increasing popularity of project-based collaborative learning (PBCL) as a pedagogy, real successful collaboration cannot always be achieved due to the cognitive, motivational and social emotional challenges students encounter during collaboration. Recognizing the challenges and developing regulation strategies to cope with the challenges at both individual and group level is essential for successful collaboration. In the last decades, a growing interest has been developed around socially shared regulation of emotions and how it is interwoven with self-regulation and co-regulation. However, capturing the process of students' emotional challenges and regulations in a long and dynamic project proves difficult and there remains a paucity of evidence on how co-regulation and socially-shared regulation co-occur with learners' cognitive and emotional progress in project-based collaborative learning. The purpose of the present study is to investigate and identify what kind of social emotional challenges students encountered during PBCL and how they regulate themselves and the groups in order to finish the projects. A quasi-experimental research design was adopted in an academic English classroom, with thirty-eight students self-reporting their challenges and regulations three times after finishing each of the projects. The results of qualitative analysis plus a case study of two groups indicate that students encounter a variety of social emotional challenges and employed different levels of co-regulation and socially shared regulation in addition to self-regulation, leading to varying collaboration results and experiences. The findings of the study offer insights into the emotional regulation in PBCL and shed light for future design of pedagogical interventions aiming at supporting socially shared regulation.

Fostering creativity in kindergarten: The impact of collaborative project-based learning

Background: Early childhood education (ECE) is crucial in cultivating creativity, especially in today’s tech-savvy world. This study explores the impact of collaborative project-based learning (PjBL) with computer and play motivation on kindergarten children’s creativity.Aim: Our research aimed to determine if collaborative PjBL, combined with computer-based activities, enhances creativity compared to independent PjBL. We also examined the influence of play motivation on computer-based creativity.Setting: The study was conducted in Makassar Lotus Kindergarten, Indonesia, involving 30 Grade B kindergarten students.Methods: We employed a post-test control group design and systematically selected two matched classes. The experimental group engaged in collaborative PjBL, focussing on computer activities to foster creativity, while the control group experienced independent PjBL. Creativity assessment encompassed originality, art, fluency, flexibility, self-actualisation, and creative skills.Results: Collaborative PjBL had a more significant impact on children’s computer-based creativity than independent PjBL. Children with high play motivation also exhibited higher creativity levels during computer-based activities.Conclusion: This study underscores the potential of collaborative PjBL in promoting creativity among kindergarten children in the digital era. It highlights the significance of innovative teaching methods and children’s intrinsic motivation in nurturing creativity.Contribution: These findings contribute to the ongoing discourse on effective ECE strategies that harness technology to foster creativity.

Transforming young adults’ climate learning and actions through a co-created climate communication retreat

This article brings climate communication approaches to transformational climate learning by critically evaluating an experimental climate communication retreat that brought 20 young adults from across Europe together in Austria to co-create climate communications as a constitutive dimension of climate action. Structured around the transformational principles of interdisciplinarity, multidimensionality, collaborative project-based learning, reflexivity and action-oriented, the retreat specifically focused upon the creative co-production, between peers, of climate communication as communicative meaning-making and action. The retreat experience transformed young people’s sociocultural understandings of climate change, and climate communication as meaning-making and action, and increased their self and group efficacy. The key factors contributing to these transformations were: the forging of collective identity, peer-to-peer learning, emotional sharing, reflexive spaces, inspiring learning environment, interdisciplinary learning, multidimensional experiences, and collaborative project-based communications. Situating co-created climate communication within transformational learning can help facilitate collective experiences beyond direct climate action participation, helping create education for social change.

Building soft skills through a role-play based approach for Requirements Engineering remote education

Teaching Requirements Engineering requires adopting pedagogical techniques to develop students' technical skills for identifying users' needs and designing software solutions. Additionally, since requirements engineering involves group work, students must cultivate social skills such as communication, empathy, and conflict resolution. In remote learning scenarios, developing these skills becomes more challenging due to limited interaction. To address these needs, this paper proposes adapting a project-based collaborative learning approach for remote education that combines Role-Play and Send-a-Problem learning techniques. In this approach, students collaborate on software projects in teams, assuming two roles: customers and software developers. We evaluated this approach during two cycles of Action Research, conducted remotely in two disciplines of a Software Engineering undergraduate course involving advanced and beginner students, respectively. In the advanced students' class, we observed that the methodology enhanced communication skills, analytical reasoning, conflict resolution, and empathy. To validate these results, we conducted a new study with beginning students, achieving positive outcomes despite the need for more support in team communication. As our primary contribution, we provide guidelines for implementing this collaborative learning approach online.

Students’ Perspective on the Implementation of Gagne’s Nine Instructional Events in Collaborative Project-Based English Language Teaching

This research is a qualitative study that aims to describe students' perspectives on the implementation of Gagne's Nine Events of Instruction in the process of project-based collaborative learning in English subject at one of the high schools in Batam. The informants of this study were 132 students from three classes of grade XI. The data collection methods used were questionnaires and interviews with 6 students randomly selected based on their academic performance from the same classes. The data were analyzed using thematic analysis. The result of this study showed that the students responded positively to the implementation of Gagne's Nine Events of Instructions in project-based collaborative learning in the learning process. Gagne's framework has been successful in improving students' understanding, fostering, and becoming a platform for creativity development, and creating a pleasant learning atmosphere for teachers and students. They also agreed that Gagne's Nine Events of Instructions in project-based collaborative learning has an impact on building students' positive character personally and socially.

Design thinking for engaged learning in animal science: lessons from five semesters of a senior capstone course.

This study presents a design-based research approach involving five iterations (semester) of implementing design thinking for engaged learning (DTEL) in an animal science capstone course. DTEL scaffolds design thinking into 10 stages for collaborative project-based learning to foster skills like problem solving and teamwork. Across five semesters (spring 2021 to spring 2023), student reflections (n = 276) were analyzed to identify aspects that worked well or were challenging. Network analysis visualized relationships (P < 0.05; Q > 0.4) between codes representing strengths, struggles, and alignment with principles from learning theories. Utilizing the relationships between strengths and theory-based principles to address struggles, resulted in changes to the design of the capstone course each iteration (time that the course was taught). The complexity of maps increased over iterations. Initially, struggles were prominent but decreased as responsive design refinements were made. Alignment of student experiences with principles from learning theories grew substantially from the first iteration to the last (theory-related nodes representing 11.4% vs. 24.4% in each network map, respectively), with learning theories also occupying more central positions in the last map (iteration five) compared to earlier ones (iterations one through four). These changes suggest student experiences increasingly aligned with principles of cognitive constructivism, social constructivism, constructionism, situated learning, and transformative learning. Design principles derived from the five-iteration study include: (1) allocating most time to hands-on lab work vs. lecture, (2) designating a coordinator faculty, (3) scaffolding for instructors unfamiliar with DTEL, (4) emphasizing consistency in processes over grades, and (5) intentionally developing teamwork skills. The study demonstrates the value of design-based research for iteratively refining and studying learning experiences to foster critical skills for undergraduate students in animal science.

Project-based Collaborative Learning on Student Concept-Application with Different Prior Knowledge

This research was determined the effect of Project-based Collaborative Learning (PBCL), Project-based Learning (PjBL), and conventional learning on students' concept application skills in learning biology, considering the prior knowledge, as well as the interaction between learning strategies and students' prior knowledge. This research was designed as a quasi-experiment using pre-post-test non-equivalent control group One hundred high school students participated as research samples. Observations, tests and documentation were conducted as data collection techniques. Data on students' concept application skills were technically obtained from tests. The data were analyzed using ANCOVA. The statistical test results showed that the learning strategies (PBCL, PjBL, and conventional) significantly affected students' ability to apply biological concepts. The students' prior knowledge results also showed a significant influence on students' ability to apply concepts. The interaction between learning strategies and students' prior knowledge also influences their ability to apply concepts. These findings indicate that PBCL significantly contributes to the concepts understanding in learners' daily lives. However, it is recommended that future research addresses other topics in both elementary and junior high schools. Further research can also focus on measuring higher learning outcomes from concept application, such as concept analysis, synthesis, evaluation, problem solving, and other students' skill abilities.AbstrakTujuan penelitian ini adalah untuk mengetahui pengaruh Project-based Collaborative Learning (PBCL), Project-based Learning (PjBL), dan pembelajaran konvensional terhadap kemampuan penerapan konsep peserta didik dalam pembelajaran biologi, dengan mempertimbangkan konsep pengetahuan awal, serta interaksi antara strategi pembelajaran dan pengetahuan awal yang dimiliki peserta didik. Penelitian ini dirancang dengan jenis quasi eksperimen menggunakan pre-post-test non-equivalent control group. Seratus peserta didik tingkat SMA berpartisipasi sebagai sampel penelitian. Observasi, tes, dan dokumentasi dilakukan sebagai teknik pengumpulan data. Data kemampuan penerapan konsep peserta didik secara teknis diperoleh dari tes. Selanjutnya, data dianalisis menggunakan ANCOVA. Hasil uji statistik menunjukkan strategi pembelajaran (PBCL, PjBL, dan konvensional) berpengaruh signifikan terhadap kemampuan peserta didik dalam menerapkan konsep biologi. Hasil pengetahuan awal peserta didik juga menunjukkan pengaruh signifikan terhadap kemampuan penerapan konsep peserta didik. Interaksi antara strategi pembelajaran dan pengetahuan awal peserta didik juga berpengaruh terhadap kemampuan penerapan konsepnya. Temuan ini menunjukkan bahwa PBCL secara signifikan berkontribusi pada pemahaman konsep dalam kehidupan peserta didik sehari-hari. Namun, disarankan agar penelitian selanjutnya membahas tentang topik lain baik di SD maupun SMP. Penelitian selanjutnya juga dapat berfokus pada pengukuran hasil belajar yang lebih tinggi dari aplikasi konsep, seperti analisis konsep, sintesa, evaluasi, problem solving, dan kemampuan keterampilan peserta didik lainnya.

Project-based Collaborative Learning for Making Tie-dye to Improve the Skills of Vocational High School Students

Developing the world of creative industries requires humane and creative human resources (HR). Educational institutions have a strategic role in developing creative human resources through learning that facilitates students to be active, wise, and collaborative. Therefore, it is necessary to implement project-based collaborative learning in learning activities, especially learning competencies related to the creative industry; one is about dyeing cloth with the popular tie-dye technique. This study was conducted at SMK N 1 Pengasih in the Fashion Design expertise program, using a project-based collaborative learning direct learning approach. The steps are; need assessment, learning preparation, tool and material preparation, learning implementation, and evaluation. The learning activity was declared successful because the number of targets present reached 100% with an activity level of 90%. The level of participation or activity in the learning process is grouped in the high category, namely 80%. This activity has a good impact and benefits students if the score is 80%. The evaluation design for increasing knowledge and skills was determined by the service team, as seen from the results of the tie-dye shirt product, with a score of 80% in the "good" category.

Ontology-based group assessment analytics framework for performances prediction in project-based collaborative learning

This article introduces an ontology-based framework for group assessment analytics that investigates the impact of intra-group interactions on group performance within the context of project-based collaborative learning (PBCL). Additionally, it aims to predict learners’ performance based on these interactions. The study involved 312 first-degree students specializing in transportation and technology engineering. The framework collects interaction data from discussion forums and chat rooms, conducts comprehensive data analysis, and constructs prediction models using supervised learning methods. The results unequivocally demonstrate that intra-group interactions significantly affect group performance in PBCL. The prediction model, with an accuracy metric of 0.92 and a final test score of 0.77, supports the credibility of the findings. Notably, the framework utilizes an ePortfolio specifically designed for group assessments, effectively managing both assessment and group data. This framework provides educators with a robust tool to assess group performance, identify areas requiring improvement, and contribute to shaping informed student learning outcomes. Furthermore, it empowers students by enabling them to receive feedback on their collaborative efforts, fostering enhanced interaction skills. These findings carry significant implications for the development and implementation of PBCL environments, offering educators valuable insights for evaluating student progress and making strategic decisions.

Analysis of Collaborative Project-Based Language Learning Method: Efforts to Improve Language Education Quality for Tourism Students

Language education in the context of tourism has become a crucial focus in enhancing the quality of education for tourism students. Collaborative project-based learning methods have emerged as an effective approach to boost the foreign language proficiency of tourism students by involving a pentahelix collaboration between the tourism industry and tourism students. The objective of this study is to analyze the collaborative project-based learning method and the efforts made to enhance the quality of language education for tourism students. This study involves a comprehensive literature review to identify the advantages of the collaborative project-based learning method in the tourism context. The findings of this research indicate that this method offers real-life experiences in the tourism context for students, enabling them to apply language skills in situations relevant to the tourism industry. Collaboration with the tourism industry allows students to learn from industry practitioners, receive guidance, feedback, and valuable insights into the use of language in the tourism industry. This helps enhance students' understanding of language needs in the tourism workforce. The implementation of the collaborative project-based learning method also enhances students' communication skills in the target language, including the correct use of grammar and sentence structures. The method also emphasizes the language needs within the tourism industry, enabling students to acquire knowledge of specific vocabulary, phrases, and expressions related to tourism. In conclusion, the collaborative project-based learning method brings significant benefits in enhancing the quality of language education for tourism students. By involving the tourism industry and providing real-life experiences in the tourism context, this method helps students develop communication skills, gain a deeper understanding of language use in the tourism industry, and prepare them for the multilingual and multicultural demands of the tourism workforce.

Leveraging Collaborative Project-Based Learning to Encourage Speaking Proficiency in EFL classroom: A Case Study in Engineering Department

The study aims to explore students' perspectives on the implementation of collaborative project-based learning (CPBL) in the Engineering Department as a means to enhance their understanding of the subject matter and develop problem-solving abilities. A quasi-experimental design was employed, and data was collected through a semi-structured questionnaire. The results indicate that CPBL has the potential to improve students' speaking and presentation skills in various aspects, including grammar, discourse competence, sociolinguistics, strategic competence, fluency, accuracy, and presentation skills. The study also recommends further investigation into computer-mediated communication within group projects and suggests incorporating controlled and energizing task speaking during comparison evaluations to foster reflective thinking among both teachers and students. In summary, this research highlights the positive impact of CPBL on language and presentation skills within the Engineering Department, emphasizing its potential benefits for student learning.

Collaborative Project-Based Learning: An Alternative Program to Accommodate Students’ Active Learning in Speaking Class

This study was motivated by the difficulty of lecturer in inviting and motivating students to be actively involved in English Speaking class, students tend to be passive. There are some factors that might block them from speaking English in class. Many researches revealed that the main problem is psychological factor. Therefore, this study aimed at providing an insight and alternative program of students’ active learning that might be used and implemented by EFL lecturer, especially in English Speaking class. This study used Research and Development (R&amp;D) with ADDIE (analyze, design, develop, implement, and evaluate) design. There were 53 students of higher education involved as research sample. They were selected using total sampling technique. The instrument used in this research were observation sheet and interview. the researchers could find that this collaborative project-based learning approach could facilitate the students to be actively involved in learning as well as give possitive impact to the students’ engagement in learning. They were given space to shout out their ideas, views, and voices comfortably. Students also considered that this approach was not only fun to do but also accustomed them to work together in group to produce something, be responsible, and think critically and creatively in solving the problems.

Teacher's Perception of Environment Project-Based Collaborative Learning as Strengthening Implementation Curriculum of Merdeka

Collaborative learning based on the environment project as a differentiating model from the implementation of the curriculum of Merdeka. This study aims to obtain teacher perceptions before and after workshops on collaborative learning based on the environment project as a practice of implementing an curriculum of Merdeka in schools. Teacher perceptions are very important in increasing competency in facilitating differentiated learning of their students as 21st-century learners. This study uses an exploratory study through a qualitative approach. This research involved 19 teachers of social and exact sciences at SMAN 3 Sampang. The teachers cover the fields of Geography, Economics, Sociology, History, Mathematics, Biology, and Chemistry. Teachers were as key informant. Data were collected from October 2022 using instruments developed. The data consisted of 17 questions about project-based collaborative learning as a strengthening implementation curriculum of Merdeka. Data collection was carried out through deep interviews, observation, and filling out questionnaires. The instruments used are based on indicators of collaborative learning based on the environment project and guidelines for implementing the curriculum of Merdeka made by the Ministry of Education and Culture. The results of this study indicate that there is a significant increase in teachers' perceptions of collaborative learning based on the environment project as a strengthening implementation of the curriculum of Merdeka, which has increased from before and after participating in learning workshops. As many as 84% of teachers have mastered the flow of the project-based collaborative learning model and as many as 74% of teachers have understood the strengthening implementation of the curriculum of Merdeka. This indicates that there has been a significant change in the mastery and understanding of the exact and social teachers in applying the differentiated learning model as a form of strengthening implementation curriculum of Merdeka. In the future, it is necessary to continue training programs or workshops on the strengthening implementation of the curriculum of Merdeka with a focus on other indicators.

Implementation of Collaborative Learning Based Onenvironmental Projects Building Solution of Students Learning Cracter for Covid-19 Pandemic Time in Padangsidimpuan City

This study aims to determine the implementation of environmental project-based collaborative learning as a solution to building student learning character. The Covid-19 pandemic period had a negative impact on the learning process of students with less awareness of students in studying at home and the use of the surrounding environment for learning media. Environmental project-based collaborative learning will build new enthusiasm and awareness in learning in the home environment. The research method used was experimental. Sampling was done bymethodrandom sampling. The problem in this study is that the character of student learning is reduced during the Covid-19 pandemic in Padangsidimpuan City. Learning challenges for students during the Covid-19 pandemic are by studying online. The results of character research and student awareness are very good with the application of environmental project-based collaborative learning. Student learning character improves after environmental project-based collaborative learning. There were changes in student learning during the Covid-19 pandemic after collaborative learning treatment. The conclusion is that collaborative learning based on environmental projects is very good to be used to develop the learning character of students during the Covid-19 pandemic in Padangsidimpuan City.&#x0D; Keywords: Collaborative learning; covid-19 pandemic; learning media

Mangrove planting initiative within a collaborative project-based biology course to improve students’ climate literacy

Mangrove planting project is one of the most beneficial conservation efforts in coastal areas in terms of environmental impact and carbon sequestration rate. We hypothesized that it would serve as an effective learning strategy if the planting project were planned and organized by the student within a structured biology course. This study examines the impact of the mangrove planting project as a climate initiative program within a biology course towards students’ climate literacy. In this study, 57 students who participated in a mangrove planting project within the Conservation of Coastal Resources course were assigned a climate change questionnaire. The change in participants’ climate literacy was measured before and after the intervention. Climate literacy is measured in three aspects i.e., climate action readiness, climate concerns, and pro-climatic attitude. The result shows that mangrove planting projects increase all measured aspects significantly, with climate action readiness showing the highest improvement. These findings confirmed the benefits of collaborative project-based learning to improve the students’ climate literacy.

Peningkatan Hasil Belajar Mahasiswa Melalui Pembelajaran Kolaboratif Berbasis Proyek pada Mata Kuliah Geografi Transpotasi dan Pariwisata

Project-based collaborative learning is an alternative to 21st century learning. This research aims to examine the application of project-based collaborative learning to improving student learning outcomes, especially in Tourism Geography material. This research is a classroom action research according to Kemmis &amp; McTaggart Theory. Research data was collected through tests and observations. The research instruments were in the form of learning tools, evaluation of learning outcomes, and data collection instruments. The data collection instrument was in the form of question sheets to test student understanding and student activity observation sheets. Data processing techniques in this study were carried out using qualitative and quantitative data analysis. Data validity testing technique uses theoretical triangulation and data source triangulation. The results of this research show that project-based collaborative learning can improve student learning outcomes. These improvements include 1) increasing the criteria for student activity, 2) increasing the percentage of student activity, 3) increasing the lowest score, 4) increasing the highest score, 5) increasing the average score, 6) increasing the number of students who complete their studies, 7) decreasing the number students who have not finished studying, 8) the percentage of learning completeness increases, and 9) the learning completeness criteria increases. This increase in learning outcomes indicates that the project-based collaborative learning model can encourage students to master skills in collaborating and understanding lecture material compared to conventional learning models.

Collaborative project-based learning to train students for conducting the training project for older adults

This research aimed to study the results of collaborative project-based learning by students studying the training technique course to conduct training programs for older adults in state home care in Chiang Mai, Thailand. The population consisted of 40 undergraduate students from different faculties and years. The instruments used for data collection consisted of the lesson plan of the training technique course, student behavior form, journal form after teaching, student products, student reflection journals, the questionnaire to gauge the level of satisfaction of students, writing and presenting reflections on students’ learning, and training evaluation based on the level of satisfaction of the older adults. The research separated students into two groups based on different faculties, each group was composed of 20 students, and they could learn better in a small group. Data were analyzed by using content analysis, statistical calculation, and percentage, and were presented in the form of a description and table. The findings showed the results of the collaborative project-based learning to train students for conducting training projects for older adults successful. The students had a change in their attitudes, behaviors, knowledge, skills, and experience in conducting training, their satisfaction showed at the highest level (97.50%). Students were satisfied with the project-based learning at the highest level (90%), and especially the opportunity to gain knowledge and experience from conducting training programs at the highest level (95%). The older adults’ satisfaction from participating in two training programs conducted by the students was at the highest level (100%) too.