Project-based Learning Experience Research Articles

Participation of students in the project Valorbio

Purpose The purpose of this paper is to describe the case of the Valorbio research project, in which students of different high-level programs were involved in the experimental work and in the dissemination of results in collaboration with the research team. Design/methodology/approach The inclusion in higher education curricula of content related to the sustainable development should be a preferred mechanism for the dissemination of good practices of sustainability. Another equally important way to achieve this is to involve students in research projects that seek solutions to the societal challenges related to sustainable growth. The Valorbio project aims to meet the needs for treating and reusing wastewater and solid waste. Its main goal was the development of modular systems for wastewater treatment based on constructed wetlands, exploring the possibility of the treatment systems being composed of solid waste and by-products from significant industrial sectors. Findings The students’ contribution to the research work was relevant and simultaneously allowed them to acquire skills on sustainable development. Additionally, the students contributed to the dissemination of the results. The Valorbio project can thus be considered a successful application of the concept of project-based learning (PBL), as a way to include sustainability issues content in the higher education curricula. Originality/value The applied experimental work had an original approach regarding the equipment design, the waste materials valuation, as well as the integration of waste treatment processes in the circular economy paradigm. This paper is the first reported PBL experience involving students of short-cycle technical–professional programs in partnership with first and second-level students and a research team.

A review of project-based learning in higher education: Student outcomes and measures

Project-based learning (PjBL) is understood to be a promising approach that improves student learning in higher education. Empirical studies on project-based learning have been reviewed with a focus on student outcomes. Affective outcomes (i.e. perceptions of the benefits of PjBL and perceptions of the experience of PjBL) were most applied, which were measured by questionnaires, interviews, observation, and self-reflection journals. Cognitive outcomes (i.e. knowledge and cognitive strategies) and behavioral outcomes (i.e. skills and engagement) were measured by questionnaires, rubrics, tests, interviews, observation, self-reflection journals, artifacts, and log data. The outcome of artifact performance was assessed by rubrics. Future research should investigate more about students’ learning processes and final products. Measurement instruments and data analyses should also be improved.

Testing the "Grandma Hypothesis": Characterizing Skin Microbiome Diversity as a Project-Based Learning Approach to Genomics.

The constantly evolving nature of genomics provides new challenges for students in Public Health as they try to understand how genomic information relates to health and disease. As Public Health curricula attempt to keep pace with the most recent advances in genomics, students should gain experience with analyzing genomic data and applying genomic tools to the study of health-related issues. To advance undergraduate and graduate student education and provide a more comprehensive view of genomics, we developed an educational project including both pedagogic and research components to characterize skin microbial communities (microbiomes) using targeted amplicon sequencing of their genomes (metataxonomy). All students completed the lab procedures, analyzed 16S rRNA genomic data (formative assessments), and wrote a five-page scientific report summarizing and discussing their results (summative assessment). Student grades for the summative assessment ranged from 31.5 to 40 (out of 40) points. They also successfully completed two practicums (problem sets) focused on microbiome sequence data and responded to 12 minute-papers related to genomic topics covered in class. In all these exercises the 2019 students outperformed 2018 students, who did not participate in this educational lab project. By fulfilling all the requirements of this project-based learning experience, students better understood the complexity of genomics and acquired a valuable set of marketable experience and skills in molecular technologies, bioinformatics and statistics (quantitative skills). Additionally, students were able to generate new valuable microbial 16S rRNA genomic data and test hypotheses about the composition and diversity of the microbes living on our skin (microbiota).

A new method of integrating project‐based and work‐integrated learning in postgraduate engineering study

This paper reflects on the introduction of project‐based learning (PBL) into a postgraduate engineering management unit, as a form of work‐integrated learning (WIL) extending the practice of students and their engagement with industry. The real life and authentic PBL was designed and implemented in extensive consultation with industry practitioners. WIL has often been conceptualized as a process of induction and introduction to workplaces and work practices. However, such models do not easily translate to postgraduate students with existing workplace experiences. The experience of this unit suggests that there is an intersection between PBL and WIL which may provide a pathway for broader student–industry engagement, scaffolding the development of professional networks and practices for students already within an engineering workplace, and allowing students to transform their practice and improve workplace capabilities. This paper presents a case study of the experience of students who have participated in an industryled and assessed project based learning experience as part of a unit in the Masters of Engineering Management course. Student satisfaction and engagement with the unit was extremely high, with students self‐reporting increased levels of confidence and ability to apply theoretical knowledge. It is concluded that through the integration of project‐based and WIL it is possible to create authentic learning experiences for postgraduate students which enable transformative practice and capability development.

Student Creativity through Project-based Learning Experiences

This study aims to analyze students’ creativity through project-based learning experiences in a electrochemistry topic. Subject of this study was 40 students from Chemistry Education Study Program who took basic chemistry course. Students experienced several activities, namely: forming groups of three, asking and refining questions, debating ideas, making predictions, designing plans and/or experiments, collecting and analyzing data, drawing conclusions, communicating their ideas and findings to others, asking new questions, and creating artifacts like a model, a videotape, or a media. Then, the lecturer monitored the students and the progress of the project, assessed the outcome and evaluated the experience resulting students-in group’ creativity profile. Research instruments are project assessment rubrics and observation sheets. Findings show that students’ creativity in groups ranges from less to very good or from 48.15 to 92.59. Although there are still shortcomings with this study, we encourage other lecturers to implement this type of learning model in other courses or subjects in order to improve students’ problem solving skills.

A Case Study of Project-based English Learning Experience in a Simulated Business Context

Simulation technique could be effective if it is cleverly manipulated and incorporated in a project-based learning context. This current study aims to explore students’ learning experience in a project-based simulated business context. The participants were 51 second and third year students who took Business English as an elective course at a private university in central Taiwan. In the project, the participants modeled an episode in a reality TV show, The Apprentice, and tried to plan their projects of selling beverages to the students on campus using English. The students were engaged in the whole process from initial project planning to the final oral report of presenting their selling strategies. The results from the participants’ questionnaire responses and interview data revealed that they felt the course was more motivating, interactive and practical than traditional business course. It is also suggested that this simulated business project provide students with opportunities for social interaction and a psychologically safe team environment to work collaboratively, which both contributed the development in synergistic knowledge.

Developing Project Managers’ Transversal Competences Using Building Information Modeling

The emergence of building information modeling (BIM) methodology requires the training of professionals with both specific and transversal skills. In this paper, a project-based learning experience carried out in the context of a project management course at the University of Extremadura is analyzed. To that end, a questionnaire was designed and given to students who participated in the initiative. Results suggest that BIM can be considered a virtual learning environment, from which students value the competences developed. The emotional performance observed was quite flat. Similarly, students valued the usefulness of the initiative. Students expressed a desire for the methodological change of the university classes, and thought that BIM methodology could be useful for other courses. The results obtained show a line of work to be done to improve the training of students and university teaching.

From strategy to action: a qualitative study on salient factors influencing knowledge transfer in project-based experiential learning in healthcare organisations in Kenya

ObjectivesKnowledge transfer is recognised as a key determinant of organisational competitiveness. Existing literature on the transfer of knowledge and skills imply diminutive return on investment in training and development due...

Effect of project‐based learning on high school students' state‐mandated, standardized math and science exam performance

AbstractIn a technologically driven society, math and science students in the United States are falling further and further behind their international counterparts, resulting in an influx of STEM focused, reformed K‐12 schools, including schools focused on project‐based learning (PBL). This article reports a study of the effectiveness of PBL on high school students' performance on state mandated standardized mathematics and science achievement measures. Manor New Tech High School is a nationally recognized model STEM school, with a diverse student population, where all instruction is delivered through PBL. Although there is ample research suggesting that PBL is advantageous for increasing STEM learning compared to conventional teaching approaches, there is a lack of studies randomly assigning students to receive PBL. Further, some of the effects observed for students attending project‐based schools could be due to a self‐selection bias for students or parents that choose such an alternative learning environment. This study addresses both of these concerns and found that students taught through PBL, as a group, matched performance of conventionally taught students on all science 11th grade and mathematics 9th, 10th, and 11th grade TAKS achievement measures and exceeded performance by a scale score increase of 133 for the 10th grade science TAKS measure by (B = 133.082, t = 3.102, p < .05). One possible explanation of the differences observed in this study could be the TAKS instrument used to capture student math and science achievement that interprets “real‐life applications” of content differently between math and science questions. These results align with literature on the effects of PBL and deepen our understanding of these effects by providing a controlled study with random assignments to the PBL experience. Future research looking at the effect of PBL on achievement on the PISA could be beneficial in identifying benefits of PBL implementation in schools.

ENHANCING STUDENTS’ INTERESTS VIA WEB-BASED TOOLS

Abstract. The article focuses on students’ interests, it can be found out how to use the Internet to construct interest-based learning for students. It is known that students produce their best work when they are interested in what they are doing. As the paper highlights, knowing students’ interests is the first step to enhancing their education. A teacher’s task is to continually encourage the exploration of their interests.
 The article examines the problem of energizing students with the help of web-based tools. The reasons of video games appealing are mentioned. The video microworlds are still captivating today as enabling users can transfer technology to real world settings. It is specially noted that the Internet is a medium for communication in the world. School progress is often linked to the ability of teachers to tie student interests and desires to school activities. It should be emphasized that the classroom teacher and the student now have numerous possibilities for problem- and project-based learning, telecollaborative and scaffolding experiences.
 
 
 In the paper special attention is given to web sites on the Internet. In teaching many Web Based instructional sites provide scaffolding prompts in various forms that give a better chance to use knowledge independently. It gives support in research for instruction based on addressing student interest. Learner interest can be important to a student’s academic development.

Project-Based Learning Experience in the Construction of Intercultural Knowledge

In accordance with the changing scope of culture learning (CL), i.e., intercultural knowledge development, since the 1990s onwards, this study intends to explore the potential of CL through project work concerning intercultural knowledge construction and its experiences within a preservice English teacher education. In other words, the research employs project-based learning (PBL) as a tool to incorporate the principles of constructivism and experiential education. This study modified Stoller’s (1997) PBL model into a seven-step sequence, which was embedded in the midst of a CL course for eight weeks. The study used three data sources collected from eleven participants: group projects, weekly journals, and post-project written reflections. The results are as follows. First, students showed intercultural knowledge construction by: 1) producing four projects, each for a cultural topic of Korean, American, and other international cultures; and 2) expressing they built deep intercultural knowledge, understood the interwoven nature of culture, and developed genuine interest in the cultures. Second, the study identified four perceived PBL’s benefits: metacognitive skills practice, language practice, student-centered active learning, and integration of PBL theory and practice. Finally, PBL’s challenges were identified: many time-consuming tasks, insufficient language competence, unfamiliar cultural topics, and being unaccustomed to student-centeredness.

Project-Based Learning Experience in the Construction of Intercultural Knowledge

In accordance with the changing scope of culture learning (CL), i.e., intercultural knowledge development, since the 1990s onwards, this study intends to explore the potential of CL through project work concerning intercultural knowledge construction and its experiences within a preservice English teacher education. In other words, the research employs project-based learning (PBL) as a tool to incorporate the principles of constructivism and experiential education. This study modified Stoller’s (1997) PBL model into a seven-step sequence, which was embedded in the midst of a CL course for eight weeks. The study used three data sources collected from eleven participants: group projects, weekly journals, and post-project written reflections. The results are as follows. First, students showed intercultural knowledge construction by: 1) producing four projects, each for a cultural topic of Korean, American, and other international cultures; and 2) expressing they built deep intercultural knowledge, understood the interwoven nature of culture, and developed genuine interest in the cultures. Second, the study identified four perceived PBL’s benefits: metacognitive skills practice, language practice, student-centered active learning, and integration of PBL theory and practice. Finally, PBL’s challenges were identified: many time-consuming tasks, insufficient language competence, unfamiliar cultural topics, and being unaccustomed to student-centeredness.

TRANSLATION PROJECT AS AN ASSESSMENT TOOL: UKRAINIAN CONTEXT

The given paper focuses on the analysis of a translation project as a powerful assessment tool that can be easily integrated into prospective philologists’ university training in order to enhance its quality and bring its outcomes into line with global industrial needs and requirements. With this aim, substantial translation pedagogy experience of project-based learning is consolidated from the viewpoint of action-oriented, student-centered, situated, experiential and reflective approaches. Translation project properties, design features, role and function distribution peculiarities typical for global professional environment are considered. The received findings are transferred and adjusted to the current terms and conditions of prospective philologists’ training in Ukrainian higher educational setting. As a result, a working classification of translation project varieties to be developed and implemented into training process at different training stages is suggested. Their functions and potential usage as a flexible assessment framework is specified. The translation project opportunity for the arrangement of not only formative but summative assessment as well is substantiated due to its contrasting to the existing examination practices. Finally, the idea of cross-assessment as the complex assessment procedure conducted from different perspectives (hetero, self- and peer-assessment) with the help of versatile tools and instruments (incorporated into single flexible translation project) is introduced.

DigiPen: Secondary School Project-Based Learning in Game Design, Digital Arts and Life Skills

This action research investigates DigiPen, an innovative locally developed secondary school course where students are actively engaged in project-based learning while studying how to work effectively in teams focused on digital game design. Students apply art, math, physics, and computer science knowledge and learn important life skills. DigiPen exemplifies the new British Columbia curriculum with cross-curricular integrated approaches to learning. This mixed-methods study identified five themes: career, life skills, leadership, teamwork, and inclusion. Students indicated DigiPen played a significant role in their higher education choices and career paths. DigiPen shows great promise for providing meaningful project-based learning experiences for students.

Narrative Inquiry into Graduate Students' Mentoring Experiences in Project-Based Learning

Narrative Inquiry into Graduate Students' Mentoring Experiences in Project-Based Learning

A Pilot Study on Developing Newsgames in Collaboration between Journalism and Computer Science Students

Abstract Producing digital and interactive journalistic products offers unique and important new learning opportunities for journalism education. This study analysed the experiences of two pilot courses on so-called ‘newsgames’ in a Finnish university in 2015 and 2017. The data consisted of the newsgames and other materials produced by the students, student feedback concerning the course and observations of teachers throughout the project. Our analysis demonstrates how producing newsgames in the context of higher education may foster project-based learning experiences, something that has been relatively rare in traditional journalism education. Collaboration with media companies also offered valuable feedback for the students throughout the course and provided them with an opportunity to practice selling their expertise. The study highlights how interdisciplinary and project-based cooperation may benefit journalism education.

Public Reflection as the Basis of Knowing

It is through public reflection that we may create a collective identity as a community of inquiry. But how does public reflection differ from introspection, and how does it contribute to self and organizational learning? In this article, the author uncovers the many traditions which constitute the process of critical reflective practice, as may be practiced as part of a project-based learning experience. After defining the concept, the article illustrates why reflection is fundamental to learning and how it can be brought out in the company of trusted others through dialogue. The article goes on to illuminate the relationships between public reflection and the common good, experience, and time, as well as to characterize the skills associated with reflective practice.

Building Better Together: Interprofessional reflections on educating students when designing assistive technology

This paper presents the results of a student questionnaire after completion of the course “Building Better Together (BBT)”. BBT is an interdisciplinary project-based teaching and learning experience that facilitated a collaboration between the engineering and occupational therapy programs within Queen’s University. This project integrated different frameworks to develop competencies for students from both programs which included: an engineering design process, a clinical process framework used by occupational therapists, and an inter-professional framework. We share the responses from an inter-professional questionnaires that included feedback about discipline-specific learning objectives, resources utilized, weekly course format, and outcomes of this experience

How Theory Can Inform Our Understanding of Experiential Learning in Quality Improvement Education

It is widely accepted that quality improvement (QI) education should be experiential. Many training programs believe that making QI learning "hands-on" through project-based learning will translate into successful learning about QI. However, this pervasive and overly simplistic interpretation of experiential QI learning, and the general lack of empirical exploration of the factors that influence experiential learning processes, may limit the overall impact of project-based learning on educational outcomes.In this Perspective, the authors explore the opportunities afforded by a theoretically informed approach, to deepen understanding of the diverse factors that affect experiential QI learning processes in the clinical learning environment. The authors introduce the theoretical underpinnings of experiential learning more generally, and then draw on their experiences and data, obtained in organizing and studying QI education activities, to illuminate how sociocultural theories such as Billett's workplace learning theory, and sociomaterial perspectives such as actor-network theory, can provide valuable lenses for increasing our understanding of the varied individuals, objects, contexts, and their relationships that influence project-based experiential learning. The two theoretically informed approaches that the authors describe are amongst numerous others that can inform a QI education research agenda aimed at optimizing educational processes and outcomes. The authors conclude by highlighting how a theoretically informed QI education research agenda can advance the field of QI education; they then describe strategies for achieving this goal.

Gendered Risks of Team-Based Learning: A Model of Inequitable Task Allocation in Project-Based Learning

Contribution: A conceptual model for task allocation among student teams in project-based learning (PBL) is proposed in this paper, along with a discussion on ways gender can affect teams’ apportioning of roles in inequitable ways in STEM PBL. Background: Studies find that men and women report taking on different roles in PBL projects, and that there is a relationship between team gender breakdown and students’ satisfaction with PBL teams, with teams less happy with the inclusion of more women. Both male and female students on teams with two or more women report lower team satisfaction than men on teams of just men, or men and women on teams with a single woman Research Questions: How do students self-select, negotiate, and allocate tasks on PBL teams? How does past PBL experience influence task allocation? How does gender affect task allocation? Methodology: First-year students (N = 60) completed reflections about task assignment during a semester-long PBL experience. Findings: Individual student characteristics that are related to gender—including interests, skills, experiences, and self-efficacy—interact with students’ goal orientations to lead to individual preferences regarding tasks. Ultimate task allocations are distributed in a non-gender-neutral way following individual preferences.