Project-based Learning Framework Research Articles

Enhance the Capacity of Potential Educators to Construct a Comprehensive Understanding of Students with Hearing Impairments by Utilizing Pancasila Principles Through Project-Based Learning

The objective of this research is to enhance the ability of prospective educators to develop a comprehensive understanding of students with hearing impairments. This study investigates the incorporation of Pancasila principles into a project-based learning framework to meet the educational needs of these students. This study highlights the necessity of providing essential skills and knowledge to prospective teachers to create a conducive classroom environment for students with hearing impairments. This study proposes a unique method to understand and assist students with hearing impairments by integrating Pancasila values into project-based learning. The methodology employed is a mixed methods study to assess the efficacy of this educational approach in enhancing the skills of prospective teachers and the academic achievements of students. The expected outcome is a compilation of principles and tactics that can be utilized by educators to gain a deeper understanding and help children with hearing impairments, thereby fostering collaborative and capacity-building in education.

Web 2.0 technologies and translator training: assessing trainees’ use of instant messaging as a collaborative tool in accomplishing translation tasks

Web 2.0 technologies have had a significant impact on collaborative communication practices in teaching, learning, and professional work environments. In translation studies, computer-supported collaborative translation tasks have mainly been discussed within the project-based learning framework, where research has foregrounded correlations between collaboration and performance. However, trainees’ specific uses of collaborative tools, including transcripts of real-time exchanges, have neither been sufficiently investigated nor informed pedagogical strategies and approaches in any tangible way. This study bridges this gap by evaluating trainees’ collaborative practices while they translated a text, localized a restaurant menu, and simulated the design and launch of a language service agency. Data was gathered from a questionnaire, in-class presentations, and real-time instant messaging (IM) transcripts. Data analysis of the real-time IM exchanges unveiled considerable trainee communicative practices during collaborative tasks. Furthermore, correlations were established between the volume of instant messages, time of exchange, role played by trainees, and conversation themes with the teams’ final assessment performances. This study provided valuable insights into the effectiveness of IM as a collaborative tool in training environments. It also informed our suggested guidelines for properly integrating IM into the translator training curriculum.

Comparing project-based learning with conventional models: Enhancing students’ enjoyment of physical education

Background Problems: The proliferation of diverse teaching methodologies underscores the evolving nature of pedagogical practices. Despite this trend, conventional instructional models persist in physical education and health curricula, with many educators continuing to employ traditional approaches. These conventional models limit student engagement and foster a sense of monotony within the learning environment. Conversely, effective physical education hinges on interactive communication, wherein student involvement and enjoyment serve as catalysts for positive motivation and enhanced learning outcomes. Research Objectives: The research aims to determine the enjoyment of students learning physical education using the project-based learning model. Methods: The experimental method was applied with a randomised control-group pretest-posttest design. The population consisted of 600 students from a junior school in Bandung City. The sample was selected using the simple random sampling technique. The enjoyment of student learning questionnaire, which has a reliability value of 0.942. Data were analysed for normality using the Kolmogorov-Smirnov test and homogeneity using the Levene test; after that, the paired test and independent sample t test were carried out. Findings/Results: The result shows that the project-based learning model provides a better influence than conventional learning, especially in the enjoyment of learning aspect, with t = 17.622 and sig = 0.000. Conclusion: The conclusions of this study indicate that employing a project-based learning paradigm centered on fostering enjoyment in the learning process represents a novel advancement in physical education curricula. Emphasising the role of enjoyment in learning, the project-based learning framework offers a fresh perspective on physical education programmes, enabling educators to facilitate more impactful instructional experiences compared to conventional methodologies.

Improving Speaking Skills Using Quizizz Media and Project Based Learning Model For 9th Graders

This study investigates the effectiveness of Quizizz media and project-based learning model in improving English speaking skills. The research, executed at SMPN 3 Surabaya, encompassed a cohort of 33 students in the ninth grade and utilized a classroom action research methodology. The structure of the investigation was delineated into three segments: a pre-intervention stage, Cycle I, and Cycle II. Preliminary observations indicated the students' speaking proficiencies to be sub-optimal. Noticeable advancements in proficiency were recorded during Cycle I; however, certain inaccuracies remained consistent across evaluative dimensions. In Cycle II, significant enhancements were evident, with a predominant fraction of the student population achieving the stipulated Minimum Completion Criteria (KKM) score. Feedback solicited from students predominantly underscored the superiority of the integrated approach in comparison to conventional pedagogical techniques. The findings underscore the potential of combining Quizizz media with a project-based learning framework as an instrumental mechanism for ameliorating students' speaking abilities. However, this study recognizes inherent constraints, notably the limited sample dimension and an exclusive emphasis on speaking proficiencies. Subsequent investigations are recommended to discern the versatility of the combined Quizizz media and Project Based learning approach in varied linguistic competencies and pedagogical environments.

Development and Implementation of Project-based Learning Framework for Enhancing Computational Thinking Skills in Students: A Case Study in Computer Science Education Within Chinese Universities

Development and Implementation of Project-based Learning Framework for Enhancing Computational Thinking Skills in Students: A Case Study in Computer Science Education Within Chinese Universities

AN ANALYSIS OF LECTURER LEARNING ADVISORY USING PROJECT-BASED LEARNING MODEL ON WRITING SKILL

This study explores how lecturer learning advisors using project-based learning improve second-semester English education students' writing skills at Muhammadiyah University Pringsewu Lampung. Employing descriptive qualitative methods including observations, documentation, and interviews, the research reveals that students initially struggle with expository text structures. However, lecturer learning advisors play a crucial role by raising awareness of their roles as writers and motivating them to excel. This support significantly enhances students' writing skills. The study highlights the lecturer's effective fulfillment of their roles within the project-based learning framework, promoting active student engagement, creativity, and critical thinking

Students’ Communication Self-efficacy and Its Impact on the Enhancement of Communication Skills in Software Engineering Project Courses

Developing the communication skills of software engineering graduates to meet industry requirements is a challenge for educators. This study presents a project-based learning framework that promotes students’ communication skills in a software engineering project course. The questionnaire on self-efficacy for software development (CSESD) was designed for students’ self-assessment of their confidence in communication skills. Findings indicate that students’ CSESD increased significantly after the course ended. Educators can apply the designed framework to software development-related project courses. The CSESD questionnaire can be used to assess students' confidence in their communication skills and assist educators in preparing students’ readiness before graduation.

Designing Project-Based Learning in research proposal writing: Its effect, problems, and scaffolding utilized

Project Based Learning (PBL) is highly important to be suited to the student’s needs as a guide in writing research proposals. The objectives of the study were to (1) describe the PBL design based on the students’ needs, (2) identify the problems encountered during the project writing, (3) describe the scaffolding utilized, and (4) analyze the effect of PBL implementation on the quality of students’ research proposal. The research used mixed methods in the form of a research and development design using the ADDIE model (which consists of steps of analyzing needs, designing the product of PBL, developing, and implementing it, and conducting evaluation). The participants were 20 respondents during the needs analysis, two lecturers, and three intact classes of 69 students during PBL implementation. Data were collected through questionnaires, interviews, a document study, and an experiment. A needs analysis was conducted using the Organizational Element Model (OEM), from which the PBL was developed. The data were analyzed using qualitative and quantitative analyses. The findings revealed that the PBL designed based on students’ needs has characteristics such as it is in the form of a framework and has systematic stages of teaching, being technology friendly, and being supported with various scaffoldings. The problems encountered concerned both grammar and content. The implementation of the PBL framework was found to have a significant effect on students’ research proposal writing in Research Method Course and develop their independence and learning autonomy.

Project Based Learning Approach in Digital Signal Processing Course for Increasing Learners’ Cognitive and Behavioral Engagement to Promote Self-Learning

Abstract—Project-based learning (PjBL) is one of the most predominantly practiced forms of active learning pedagogy in higher education. PjBL framework provides an authenticated platform/forum for 21st-century learners to acquire skills for solving real-life complex engineering problems through collaborative and iterative learning. The work presented in this paper describes a PjBL approach implemented as an instructional pedagogy and for a summative assessment of an undergraduate (UG) course on Digital Signal Processing (DSP). Students from Electronics and Telecommunication Department study this course in Third Year Engineering as a core course. The projects are chosen to make students identify and resolve real-life signal processing problems utilizing their subject knowledge and programming skills. PjBL implementation framework and rubrics-based evaluation devised for their summative assessment are discussed along with a study case. Student feedback analysis on the attainment of course outcomes and skills enhanced after completion of the course project is discussed. Through this analysis, it has been found that the effectiveness of the PjBL pedagogy employed has led to increasing students’ engagement and interest in learning signal processing topics. It has also grown their self-learning ability and created awareness about the practical applications of the Digital Signal Processing course. Keywords—Active learning pedagogy; Digital Signal Processing; Outcome-based Education (OBE); Project-based learning; Self-learning

Experiences of preservice teachers exposed to project-based learning

ABSTRACT This is a qualitative study that examines Jewish and Bedouin preservice teachers' (n = 76) meaningful experiences in a project-based learning framework, in which they participated as part of their pedagogical coursework. The main goal of the study is to gain insight into participants’ meaningful experiences, i.e. thoughts, feelings, and emotions related to the PBL process. The data collection method consisted of 38 in-depth interviews and 152 reflective reports. Data were analysed according to the qualitative method for content analysis. Study findings provided detailed descriptions of participants’ meaningful experiences in two domains: (A) The Quality of the Experience; (B) The Content of the Experience. The study contributes to the pool of knowledge about PBL, an approach that is being increasingly implemented in teacher-training frameworks.

Evaluating a First-Year Engineering Course for Project Based Learning (PBL) Essentials

Abstract Engineering Exploration is a first-year engineering course designed with enduring outcomes of enhancing problem-solving skills, multidisciplinary engineering skills and promoting team work. In order to address all the enduring outcomes of this course, traditional pedagogical technique was found to be challenging which motivated the authors to use Project Based Learning (PBL) approach. This paper evaluates the elements of a first-year course titled engineering exploration against gold standard PBL framework (defined by Buck institute for Education) there by identifies and proposes the essentials to be considered while designing a first year PBL course.

Learning Engineering with EPS@ISEP: Developing Projects for Smart Sustainable Cities

This paper presents an overview on how the European Project Semester capstone programme offered by the Instituto Superior de Engenharia do Porto (EPS@ISEP) fosters learning by challenging engineering, business and product development undergraduates to address sustainability issues afflicting cities and communities nowadays. This will be done by analysing the reports and the learning journey of three multicultural and multidisciplinary EPS@ISEP teams during the design, development and test of a smart billboard, a self-oriented solar mirror and a level monitoring system for waste oil bins. These three projects were conducted within EPS@ISEP, a project-based learning framework dedicated to the development of key engineering skills, namely multidisciplinary teamwork, inter-cultural communication, ethical and sustainability-oriented problem-solving. The involved students contributed, not only, to make cities more inclusive, safe, resilient and sustainable, one of UNESCO’s sustainable development goals, but learnt and practiced together sustainability-driven design, while searching for an innovative solution for a smart city problem. This conclusion is supported by the analysis of the content the three project reports.

Enhancing Student Competencies Through Digital Video Production: A Project-based Learning Framework

Purpose: This study purposes to get a demonstration of students’ competencies enhancement through a production of digital video project as a consequence the application of technology through project-based learning (PBL) framework.
 Thus, PBL is a key to support students to be more competitive in an external environment.
 Design/Methodology/Approach: The respondents were given 4 weeks to plan and organized the video project. Likert-type questionnaire is developed to identify students’ viewpoint on the PBL method in enhancing student competencies. The data were collected through questionnaire from 63 respondents.
 Findings: There is a positive significant result in terms of student competencies through PBL framework which provides appropriate structure in determining the level of student competencies.
 Implications/Originality/Value: Students able to produce an educational based video on the topic they are learning. By integrating technology in Malaysia Education Curriculum through PBL, student competencies, which consist of communication, collaboration, creation and critical thinking was enhanced. PBL framework provides appropriate structure for determining the level of student competencies. This paper gives a framework which serves as a reference to facilitate the relevant policy- making in the secondary school education trend. This study adds to the comprehension on how PBL should be implemented in the classrooms to encourage students in to pursuing STEAM majors at the higher level.

The evaluation of project-based learning in Malaysia: propose a new framework for polytechnics system

Technical and Vocational Education is one of the various disciplines that believed could encourage the country’s economic growth. Project-Based Learning or PBL was introduced in the Malaysian polytechnics curriculum in terms to produce creative and innovative graduates Thus, Project-Based Learning was introduced because of the ineffectiveness of the traditional lecture method. This study was a kind of descriptive study intended to examine the perception of students and supervisors regarding the Project-Based Learning at one Polytechnic in Malaysia. A population of 170 would be represented by a sample size of 118 respondents and 43 supervisors to participate in the study. The result found that the significant aspect to be included in Project-Based Learning is effective supervising skills. However, from the data, some supervisors have no proficiency skills of Project-Based Learning. Based on the empirical data which derived from the present study, a new framework for Project-Based Learning is suggested for the polytechnics system.

Project-Based Learning (PjBL) Framework in Developing Non-Technical Skills for Engineering Students

Lack of non-technical skills has become an issue among employers nowadays as they found the engineering graduates are unable to adapt in a new environment and communicate with other people. Although these graduates were equipped with sufficient technical skills, they were unable to survive in industry for a long time as they did not have sufficient non-technical skills. There are also a lot of reports that claimed university only emphasized on the development of technical skills and little focus on non-technical skills development. Thus, university must play their role in ensuring they are able to give a balanced focus on the development of both skills. Project-Based Learning (PjBL) is a well-known approach in engineering education and a lot of researchers have proved that PjBL is effective in improving engineering students’ learning. Therefore, this research is aimed to identify the additional elements for PjBL in developing engineering students’ non-technical skills and create a new framework for PjBL. This research used qualitative method, which is based on interviews and observations. The respondents for this research consist of lecturers and students involved in PjBL in three different universities in Malaysia. The findings of this research found that there are three main elements needed to develop engineering students’ non-technical skills namely coaching and supervision, continuous assessment and real world experience. These elements are included in the PjBL framework and this framework can be used by other researchers and universities as an approach to solve the problem regarding the lack of non-technical skills among engineering students.

Project-based learning for complex adaptive enterprise systems

To maintain adaptive enterprise systems a tight integration of sub-systems is not an option because this implies a rigid structure. Loose interoperability of sub-systems is required to (a) maintain independence and adaptability while (b) being able to effectively and efficiently work jointly to achieve a common goal. Some recent developments in Enterprise Interoperability are not only building on a System Theory approach but rather on a Complex Adaptive Systems (CAS) approach. By doing so, learning and continuous improvement are assumed to be important change processes. Project-based learning is addressing organisational systems as well as technical systems, and meets the requirements of CASs. We use this general approach to address issues with respect to interoperability in and between IT development and research projects. The introduced project-based learning framework allows supporting adaptation of systems in an enterprise system while maintaining interoperability.

From Print to Digital Platforms

The project-based learning (PBL) approach closely reflects the tenets of journalism and provides a potential pedagogical guide for transforming traditional journalism education. This study operationalizes and applies a PBL framework in digitizing a print journalism course. The findings illustrate how the presence of seven key elements of PBL enhanced the quality and experience of student learning, and increased multimedia consciousness and competencies. Providing choices minimized cultural resistance and cultivated ownership and accountability to the student projects, fostering collaboration and critical thinking. Weaker students expressed greater need for a more structured pedagogy.

Improving Civil Engineering Education: Transportation Geotechnics Taught through Project-Based Learning Methodologies

Previous studies have found that nontechnical skills, like, for example, communication, team work, and solving open-ended problems, are abilities that civil engineers must possess to perform their professional duties. However, the traditional teacher-centered methods employed in civil engineering schools do not encourage students to develop these skills. To address this concern, the educational program at the School of Civil Engineering of Ciudad Real in Spain was designed using a project-based learning methodology, which produced satisfactory results. Recently, to meet new requirements coming from the higher education European degrees, this program modified its curriculum. To further improve the program, the Transportation Infrastructure course, which was previously taught using traditional methods, was redesigned within a project-based learning framework and was renamed Transportation Geotechnics and Pavement Engineering. Because the school is still transitioning from the old program to the new program, a survey was conducted to compare and discuss the opinions of two groups of students who completed these subjects during the 2012–2013 academic year. The results of both the survey and the final marks of the respective groups illustrate better performance of project-Based learning methodologies compared with traditional teaching techniques.

The Effect of PBL and 21st Century Skills on Students’ Creativity and Competitiveness in Private Schools

In an environment of slow economic growth where many businesses have failed, one sector that has done exceedingly well is the private education business. This study examines the effect of project-based learning (PBL) and 21st century skills on students’ creativity and competitiveness in private schools in Lahore. Today, enhancing 21st century skills to make students more competitive in an external environment is key to education systems around the world. The PBL framework also supports children’s social and personal development. We have used primary research methods to survey teachers at a range of private schools. The results show that 21st century skills embedded in the PBL framework have a positive impact on students’ creativity and competitiveness. Social development influences creativity and competitiveness the most while personal development is the least influential factor.

Organizing Project-Based Learning in Work Contexts

The authors describe research aimed at developing a more comprehensive framework for project-based learning in work contexts. This grows out of a cross-cultural reanalysis of data from two previous studies using two different frameworks: actor-centered learning network theory and a critical pragmatist lens on action reflection learning. Findings are based on a cross analysis of a subset of one another’s data sets using the authors’ respective original frameworks, thus intending to build reflexivity into the latter. The study identifies strengths and weaknesses of each framework and discusses a more comprehensive framework that takes into account both individual and organizational learning at a time when learning in work contexts is increasingly driven by the learner and integrated with work.