Project-based Learning Experience Research Articles

Experience of Project-Based Learning: Challenges, Assessment, and Analysis

Though theoretical knowledge is essential, there is a growing belief that when teaching applied sciences, particularly engineering, a great emphasis should be placed on the development of students’ practical skills. Therefore, some courses and curricula need to be revised to enhance the current state of education in this field. This can be achieved through the introduction of project-based learning (PBL). The PBL approach is ideal for teaching engineering disciplines because its framework promotes critical thinking and problem-solving skills, which are essential for a professional engineering career. This paper explains the implementation and comparative analysis of the PBL method in the departments of Electrical Engineering and Biomedical Engineering at King Faisal University. The challenges faced in this implementation include incorporating the PBL approach into the departments’ overall instructional technique, defining the roles of PBL coordinators, and addressing the characteristics of the PBL problems that arise in the courses offered. Furthermore, the implementation of PBL projects is evaluated based on the common courses offered in both departments. It is taken as an example and assessed based on problem-solving, teamwork skills, and the outcomes of accreditation board for engineering and technology. The results of this implementation are reported in this paper. Furthermore, we actively shared our experience managing course projects remotely during the fall semester, which COVID-19 impacted. Recommendations for future work are discussed, emphasizing the importance of having sufficient resources and fostering collaboration with industry and researchers from diverse disciplines.

Evaluating Students' Experiences with Project-Based Learning in Online Educational Contexts

In the contemporary landscape of education, integrating Project-Based Learning (PjBL) within online educational environments has emerged as a prominent pedagogical approach, aiming to foster students' critical thinking, collaboration, and problem-solving skills. This study seeks to evaluate students' experiences with Project-Based Learning in the context of online education, recognizing the significance of understanding the effectiveness and challenges associated with this instructional method. The primary aim of this research is to assess the perceptions and experiences of students engaging in Project-Based Learning within online educational settings. A mixed-methods approach was employed, combining quantitative surveys and qualitative interviews to capture students' perspectives comprehensively. The study sample comprised students enrolled in diverse online courses across various disciplines, ensuring a broad representation of experiences and insights. The study's main results reveal a nuanced understanding of students' experiences with Project-Based Learning in online educational contexts. Quantitative analysis indicates overall positive perceptions regarding the effectiveness of PjBL in enhancing learning outcomes and fostering student engagement. Qualitative findings further elucidate the multifaceted nature of students' experiences, highlighting both the benefits and challenges of implementing PjBL in online settings. In conclusion, this research underscores the potential of Project-Based Learning as a valuable instructional approach within online education, offering opportunities for meaningful learning experiences and skill development. However, it also identifies several considerations and areas for improvement, such as adequate technological support, clear guidelines, and enhanced facilitation to optimize the PjBL experience in online environments. This study contributes to the field of education by providing empirical insights into implementing Project-Based Learning in online educational contexts. The findings offer valuable implications for educators, curriculum designers, and policymakers seeking to effectively integrate innovative pedagogical approaches into online learning environments, ultimately enhancing the quality and efficacy of online education.

EDUCATION STRATEGY FOR GENERATING A TECHNOLOGY-BASED ENTREPRENEURIAL GENERATION

The rapid growth in information and communication technology (ICT) has fundamentally transformed the business landscape, leading to the emergence of new business models and accelerating the pace of change. In this context, it is essential to prepare the next generation with the appropriate skills to face challenges and leverage opportunities offered by the technology revolution. The purpose of this research is to examine education strategies to produce a technology-based entrepreneurial generation. This study is a qualitative literature review aiming to investigate various approaches in academic literature related to the research topic. Data for this research will be retrieved from Google Scholar with a range of years from 2018 to 2023. The study findings indicate that education strategies to produce a technology-based entrepreneurial generation must be comprehensive, holistic, and sustainable. Education should prioritize the development of technical skills, creative thinking, and entrepreneurial attitudes in an inclusive and sustainable learning environment. Additionally, education should integrate project-based learning and real-world experiences, as well as strengthen soft skills essential for success in business.

Implementation of Project-Based Learning Approach in Improving Critical Thinking Skills of Elementary School Students


 
 
 The implementation of project-based learning (PBL) approach has gained attention as an effective method to enhance critical thinking skills among elementary school students. This paper explores the effectiveness of implementing the PBL approach in improving critical thinking skills among elementary school students through a qualitative analysis based on literature review and library research. The study investigates various aspects of PBL implementation, including its principles, strategies, and outcomes related to critical thinking development. Findings suggest that PBL provides students with opportunities to engage in authentic, inquiry-based learning experiences that promote higher-order thinking skills such as analysis, evaluation, and synthesis. Moreover, the collaborative nature of PBL fosters communication, teamwork, and problem-solving abilities among students. By immersing students in real-world projects, PBL encourages active participation, creativity, and innovation, leading to a deeper understanding of concepts and issues. Additionally, the integration of technology and multimedia resources enhances the PBL experience, offering students diverse learning opportunities and increasing their motivation and engagement. The findings underscore the importance of well- designed PBL activities and supportive learning environments in maximizing the development of critical thinking skills. Overall, this research contributes to the existing literature by providing insights into the effectiveness of PBL in promoting critical thinking skills among elementary school students.
 
 

Linking Sustainability and STEAM Education in Argentine Patagonia

Abstract This article presents design-based research to explore the potential of integrating STEAM education and the Sustainable Development Goals into a project-based learning experience to address the lack of access to water in Argentine Patagonia. The study, which was conducted at a rural school in the region of Patagonia, with 13-year-old students, focused on designing, constructing, and installing a solar-powered irrigation system. The article discusses benefits of combining project-based learning, mathematical modelling, and outdoor STEAM education to provide students with an engaging and comprehensive learning experience in STEM subjects. The authors highlight the need to restructure the school organisation to integrate interdisciplinary approaches to address real-life problems. It also emphasises the importance of contextual restrictions and how they can be used as didactic variables to motivate the use of rationality in problem-solving. Experience reports provide insights into STEAM-based education’s potential to foster students’ critical thinking, problem-solving, communication, and collaboration skills.

STUDENTS' REFLECTIONS ON THEIR SCIENTIST- OR ENGINEER-LIKE PRACTICES IN STEM PROJECT-BASED LEARNING

Students build up their STEM career interest based on their experiences. However, it remains unclear how students reflect on their STEM experiences in light of their understanding of STEM careers. This study aimed to explore how students relate their practices in STEM project-based learning (PBL) with their perceptions of scientists’ and engineers’ work. A randomly selected sample of students (n =142) participating in a STEM event participated in structured interviews regarding the resemblance between their months-long STEM PBL and scientists’ and engineers’ work. The data were coded using content analysis mostly by adopting a bottom-up approach followed by statistical analysis. Results showed that the majority of students claimed that their group had done things like scientists, while only about half of the students acknowledged doing things like engineers. The number and aspects of the students’ mentioned practices were generally limited, with engineer-like practices more divergent and reflecting their stereotype of engineers working as manual laborers. The results also suggest that students tend to neglect the minds-on but hands-off scientist- or engineer-like practices such as raising a question/problem. The findings address the research gap regarding how students reflect on their STEM PBL experiences in light of career development. Keywords: project-based learning, STEM education, STEM practices, structured interviews

AI-Driven Digital Storytelling: A Strategy for Creating English as a Foreign Language (EFL) Materials

This study aimed to explore the intersection of Artificial Intelligence (AI) tools and digital storytelling in the context of English as a Foreign Language (EFL) education among pre-service teachers. Conducted with third-year college students enrolled in a teacher training program, the study focuses on three main objectives: assessing the participants' prior knowledge of AI tools for EFL material creation, examining their attitudes towards the use of AI in language education, and evaluating the impact of collaborative digital storytelling projects on their perspectives towards integrating AI tools in educational settings. Employing a mixed-methods approach, the study engaged a convenience sample of 115 pre-service teachers, utilizing both quantitative and qualitative research instruments such as a pre-post-test based on the Technology Acceptance Model (TAM) and class discussion. Quantitative data were analyzed using SPSS, while qualitative insights were derived through QDA Miner to ensure a comprehensive understanding of the participants' experiences and viewpoints. The findings reveal a notable gap in the pre-service teachers' prior knowledge of AI tools designed for educational purposes, indicating a limited exposure to or engagement with such technologies in their training. Despite this low level of familiarity, the study uncovers a predominantly positive attitude towards the adoption and integration of AI tools in language education. This positive disposition suggests an openness among future educators to explore and incorporate innovative technologies that can enhance teaching and learning experiences in EFL contexts. The research highlights how the practical experience of creating collaborative digital storytelling narratives using AI tools can positively influence pre-service teachers' attitudes towards technology integration. This shift in perspective underscores the potential of hands-on, project-based learning experiences to enrich teacher training programs by fostering a more receptive and adaptive mindset towards the use of emerging technologies in educational settings. The study underscores the importance of integrating AI and digital storytelling into teacher education curricula to better prepare pre-service teachers for the evolving demands of the digital age, advocating for a more informed, and innovative approach to EFL material development and teaching strategies.

Research on the Training Mode of Innovative Talents in Information and Computing Science from the Perspective of Scientific and Technological Innovation

This study aims to identify and analyze effective training modes for fostering innovative talents in information and computing science, with a focus on the perspective of scientific and technological innovation. The research method employed includes a comprehensive literature review, interviews with industry experts and academics, and empirical data analysis from existing training programs. The findings indicate that an integrated approach combining project-based learning, interdisciplinary collaboration, and practical experiences can enhance students' innovative capabilities. Recommendations from this research include the need for increased investment in educational facilities and resources, the formation of strategic partnerships between universities and industries, and the development of curricula responsive to the evolving needs of the job market. This research provides a significant contribution to the development of relevant and effective training strategies in response to societal demands for innovative talents in the field of information and computing science

Building Empathy in Students by Developing Cyber-Physical Projects Through Design Thinking

Empathy is a fundamental aspect of human behavior through which people build civilized social and interpersonal relationships. It is related to showing empathy, understanding and support, forming effective communication, dealing with conflict and is part of those factors that contribute to building a more compassionate and humane society. Despite its innate predisposition, the development of empathy is influenced by a number of factors, including learning. Developing projects through design thinking can be an effective way to foster and cultivate it in students. Applying a human-centered method such as design thinking to the process of project work enables them to develop a deeper understanding of others, build empathy, and generate solutions that respond to real-world problems. This paper explores the possibilities for achieving this goal and presents the results of a project-based learning experience integrating design thinking

Enhancing Project-Based Learning in STEM Education with Integrated Technology and Coding

This extensive study explores the advantages and significance of incorporating technology and coding into project-based learning to improve STEM education. This integration improves students' learning experiences by encouraging computational thinking, problem-solving ability, and creativity. Collaborative coding projects promote interdisciplinary learning and a thorough comprehension of multiple subjects, while online resources and self-paced learning platforms enable students to study coding outside of the classroom. Educators can design meaningful learning experiences that match technology use with learning objectives and stimulate social connections and cooperation by embracing theories such as constructivism, TPACK, and social constructivism. Inquiry-based learning, project-based learning, and self-regulated learning are all strategies that promote student engagement and learning in integrated technology and coding. Providing resources, professional development opportunities, and technical support systems promotes in efficient implementation. Educators may develop engaging project-based learning experiences that equip students with necessary skills for the future by embracing creative techniques and incorporating technology and coding.

Estudio de caso de una experiencia de innovación educativa: el Aprendizaje Basado en Proyectos de modo interdisciplinar en el grado de Educación Primaria

Higher education institutions have to adapt to the rapid technological, cultural, economic and demographic changes that are taking place throughout the world. An example of educational innovation when applied for the first time and being innovative and generating changes is Project Based Learning (PBL), where the students are the protagonists of their teaching-learning process, and the application of this methodology allows them to face every day or real situations. The use of this PBL has turned out to be a novel institutional commitment, due to the organizational management of the teaching staff and the interconnection of different areas of knowledge of the curriculum. The main objective of this research is to analyze an interdisciplinary PBL experience of two academic years carried out in the Primary Education Degree at the University of Deusto (Spain). For this purpose, a qualitative analysis of 27 semi-structured interviews with the participating students was carried out. The results indicate as advantages of PBL the interdisciplinarity, giving solutions to a real case, the significant learning and the development of professional competences for professional performance such as active listening, teamwork, and leadership. However, they have indicated, as well, that they feel lost and unmotivated in the process, mainly due to the lack of teamwork skills, lack of knowledge of how to search for information, teachers’ lack of presence in class and the lack of connection between the subjects of the curriculum. Thus, as improvement strategies, they propose to carry out teamwork dynamics, to improve teacher coordination and to readapt the project (deliveries, workload and evaluation criteria, among others).

Enhancing Employability Skills of Biology Graduates through an Interdisciplinary Project-Based Service Learning Experience with Engineering and Translation Undergraduate Students

We describe an interdisciplinary experience based on the application of the Project-Based Service Learning (PBSL) methodology for six learning outcomes directly related to employability skills. The objective was to assess students’ learning outcomes, the level of satisfaction of students and lecturers with the PBSL, and the advantages and disadvantages of the implementation of this learning methodology. Interdisciplinary teamwork of undergraduate science, engineering, and humanities students was required to design real-world projects to develop their transferable skills, through the process of learning by doing. Students perceived that PBSL favored employability skills such as knowledge acquisition, self-directed learning, problem-solving, critical thinking, communication, and teamwork skills. Students and lecturers showed high satisfaction with PBSL and outlined its advantages as an active and experiential learning methodology. In conclusion, the implementation of the collaborative and interdisciplinary PBSL methodology is decidedly recommended to enhance Biology, Engineering, and Translation graduates’ learning satisfaction and their future employability.

Effect of project-based learning method for improving students problem-solving ability in the experiment of power electronics course

Abstract— This paper examines the integration of the CDIO (Conceive, Design, Implement, Operate) framework in Mechatronics curriculum. CDIO revolutionizes technical education by emphasizing project-based learning (PBL) and practical experiences, fostering skills, attitudes, and problemsolving abilities for real-world challenges. The Power Electronics course for fourth-semester students, aligned with CDIO, covers semiconductor devices, converters, rectifiers, choppers, inverters, and specialized machine switching circuits. Being an outcomebased education (OBE) curriculum, two of its outcomes focuses on applying gained knowledge. PBL was implemented to achieve the outcome of the course among students. During the process of implementation, students demonstrated diverse outcomes. In the proposed case study, Set A effectively accomplished problem identification, simulation, and hardware implementation. In contrast, Set B had difficulties pertaining to the integration of hardware components. This study highlights the varied dynamics observed in student involvement and academic achievement within the context of project-based learning. By doing a comparative analysis of the outcomes between Set A and Set B, valuable insights may be gained to enhance instructional techniques. This statement highlights the significance of utilizing the CDIO framework's principles to improve project-based learning and better the overall educational experience in future deployments. Keywords— Power Electronics, CDIO, Project Based Assignment, T-test.

Exploring Perspectives of Private Sector Secondary School Teachers Towards Project-based Learning

The current environment of education requires a new skill set and instructional practices for teachers to be effective in the classrooms. With the introduction of project-based learning (PBL), the foci of teaching turn to a student-centered approach. Studies reported that secondary school teachers in Sukkur, Sindh are struggling to adopt PBL as required by the national education policy. To address this gap, a qualitative study was conducted to analyze the perspectives of secondary school teachers of the private sector towards PBL. The perspectives considered teachers' perceptions, motivations, and experiences in PBL. The study took epistemologically constructivist and ontologically interpretivist philosophical worldviews. The qualitative research design was adopted to inquire about the perspectives of the participants. The participants' selection was mutually decided by the researcher and the school principal based on previous performance records, training received relevant qualifications, and experience. The semi-structured interviews were conducted to glean data and the thematic analysis technique was used to draw themes after coding and doing within and cross-case analyses. was used to classify the data under the pertinent research questions. A valid interview guide was used for eliciting data. The findings highlight the central role of the teacher alongside regulations of the school management to implement the PBL. Moreover, curriculum, course scheme, and exam patterns set out as influencing factors for practicing the PBL. Understanding these perspectives will aid in making proper adjustments to the PBL implementation by the stakeholders. Future research can undertake the role of school rules and regulations in the implementation of the PBL. Likewise, the effects of PBL to determine is significance from the perspective of student outcomes can be another direction of future research.

Deconstructing the English Major in Senior Capstone Courses

Abstract This article offers a rationale and model for a reflective capstone course for English majors. Rooted in the SoTL concepts of active transfer and project-based experiential learning, this course asks students to reflect on and analyze their undergraduate work while developing a toolkit to articulate the value of their humanities degrees. Toward that end, students create scaffolded professional projects in multiple genres that help them highlight the soft skills they have developed in their academic career.

An Extracurricular Project-Based Training Course in Innovation and Entrepreneurship Delivered to a Transdisciplinary Group of Students in Engineering, Social Sciences, Arts and Medicine

Limited information is available on the design of combined innovation and entrepreneurship training courses, and with even less available on delivering such courses to multidisciplinary teams. We designed an extracurricular project-based training course in innovation and entrepreneurship and delivered it to transdisciplinary teams of students who were then asked to build an autonomous mobile system for healthcare applications and to create a business model to implement it. The course was created through a backward educational design and design thinking to assist teams of students in transforming an idea into a technical solution and developing it into a business model through a project-based learning experience. A transdisciplinary group of 31 students, mostly in bachelor’s degree programs, worked either all together, in plenary sessions, in subject-specific groups, or in teams of 5–6 members, under the guidance of their trainers during a ten-day summer school. We used questionnaires to evaluate the changes in student perceptions and a satisfaction survey to evaluate the students’ experience. The qualitative observations together with the results of the quantitative instruments revealed positive changes in student perceptions towards innovation and entrepreneurship. Additionally, the satisfaction survey offered positive feedback and some recommendations for further improvement. The implementation of the course showed that planning is important, but flexibility is essential, that covering fewer topics might lead to deeper understanding, and that managing expectations and practicing empathy are crucial.

University-Industry Collaboration in Project-Based Learning: Perspective and Motivation of Industry Partners

Extant research has examined the essence of university-industry partnership from the university’s perspective. However, little is known about managing such partnership from an industry partner’s perspective. Understanding industry partner’s perspective is important as it may help the university to better manage the collaboration process, while keeping the focus on providing students with a positive project-based learning (PBL) experience. This study surveyed 33 industry partners to examine university-industry partnerships in a PBL setting from an industry partner’s perspective. The results show that project output needs to cater to the actual need, requirement, and expectation of the industry partner. Also, there must be efficient communication between industry partners, academics, and students for the collaboration to be successful. By understanding how to manage such university-industry partnership from the perspectives of industry partners, it would help universities to improve the PBL pedagogy in their curriculum. Also, companies may learn to better work with students and academics to generate new ideas that address their existing problems and issues.

XÂY DỰNG CHUẨN ĐẦU RA VÀ BỘ CÔNG CỤ ĐÁNH GIÁ CHUẨN ĐẦU RA HỌC PHẦN “NHẬP MÔN NGÀNH SƯ PHẠM” TRONG CHƯƠNG TRÌNH ĐÀO TẠO GIÁO VIÊN Ở TRƯỜNG ĐẠI HỌC VINH

Training and assessment according to the learning outcomes (LO) is an inevitable trend in improving the quality of teaching and learning in undergraduate education. The Introduction to Pedagogy course in the teacher training program is designed with the learning outcomes: the knowledge of pedagogy, planning skills, communication and teamwork skills, discipline training, and teacher behavior. On that basis, assessment toolkits are designed to match the course learning outcomes (CLO). The course is organized in the form of project-based learning and practical experience at preschools, primary schools, or secondary schools. The initial implementation shows learners' initiative and positivity in learning, understanding the level of requirements to be achieved through the set of assessment criteria announced at the beginning of the course, helping learners form future career competencies.

Relationship between team learning profiles and outcomes in team project-based learning: a cluster analysis

ABSTRACT Team project-based learning has become increasingly common in higher education. This study aimed to characterise and understand students’ team learning experiences in team project-based learning by considering various aspects, such as individual qualities, teamwork, task, and instructor support. K-means clustering analysis was performed using eleven variables: team learning preference, co-regulation, team efficacy, team climate, team trust, psychological safety, team interaction, perceived team loafing, task authenticity, the frequency of instructor feedback, and usefulness of instructor feedback. Data were collected from students who were involved in team project-based learning at a South Korean university in the 2nd semester of 2021, and 782 responses were used in the analysis. Consequently, six clusters were identified, each showing different patterns of individual team learning attitudes and skills, teamwork, task authenticity, and instructor feedback. Following the cluster analysis, one-way ANOVA was performed, finding significant differences in team performance and team learning satisfaction between clusters. Based on these findings, important factors in team learning are discussed, and implications of enhancing team project-based learning are presented.

Advancing Innovation in Global Education: Reflective Experiences of Prospective Teachers as Difference Makers

This study investigates the reflective experiences of 13 undergraduate students as they engaged in a project-based learning environment in an undergraduate course on global and local issues in education. During the course, students’ journal reflections that consisted of internal reactions and learning were qualitatively analysed over several iterations using a multi-layered coding scheme of both inductive and open codes. Results of the study revealed three major themes embedded within levels of expressions through which students narrated their experiences during the course. At each level, students’ perspectives shifted as they negotiated and presented themselves in relation to others and to the course content. Theme 1 emerged at the lexical level: expressing distancing, involvement, and solidarity with topics and classmates. Theme 2 emanated at a textual/pragmatic level: dialogue as a vehicle to stress nuances of agentive positions and self- representations as capable educators, and theme 3 arose at the interactional/social level: chorality and an inherent sense that the voyage into the new land (education as a discipline) is essentially a collective enterprise. Through project-based experiential learning, students became invested in their local community while grappling with far-reaching global problems. In the process, they experienced firsthand how personal educational experiences are connected to universal ones.