Project-based Class Research Articles

Project-Based Classroom Management Training Using Trello for Lecturers of the Nutrition Department of the Riau Ministry of Health Polytechnic

Current development requires lecturers to improve their abilities and skills in using technology in learning. Skills improvement can be done, including through training activities. This activity aims to train Lecturers of the Nutrition Department of the Poltekkes Kemenkes Riau in conducting project-based class management using Trello.The activity was carried out in July 2023 at the Poltekkes Kemenkes Riau with a total of 15 workshop participants who were Lecturers from the Nutrition Department, Poltekkes Kemenkes Riau. The research instrument used was a closed questionnaire with 4 answer choices. The data analysis technique used is descriptive statistical analysis. Analysis of the participants' response to the trainingrelated to the training activities that have been carried outseen from the data obtained which is processed into the form of a percentage. Percentages are obtained based on modified Likert Scale calculations. The results showed that 100% of the training participants were categorized as strongly agreeing with the statements which represented a positive response to the workshop activities. So, it can be concluded that all participants considered this workshop positive and from this workshop the Lecturer of the Department of Nutrition at the Poltekkes Kemenkes Riau gained a better understanding of how and what Lecturers should do in managing project-based classes using trello.

TEACHERS' VIEWS ON THE MODEL OF STUDENT'S LANGUAGE PORTFOLIO IN ENGLISH LANGUAGE TEACHING AND LEARNING

The objective of this research is to explore the teachers’ views toward the model of student’s language portfolio in English language teaching and learning. Participants of this research included six lecturers in English Education Study Program at Universitas Jambi who teach language skills and had implemented portfolio in their respective class. A qualitative research design was employed by conducting interview with the participants as the primary data as well as document analysis as the secondary data for this research. The result of this research indicates portfolio is used in English Education Study Program at Universitas Jambi although it is not broadly implemented. The finding shows portfolio is developed according to two distinctive purposes, namely process and product portfolio with the tendency towards process portfolio in its implementation. The participants disclosed that the core components of portfolio include collection of students’ learning artifacts, result of peer review, and reflection which considered crucial to bring about effective record of student’s progress in learning. In it’s practice, portfolio implemented in accordance to project-based class within the purpose to encourage the students to work collaboratively in developing portfolio. Portfolio assessment decision is determined by the implementation of holistic assessment and the use of rubrics. Besides, peer review is employed in the assessment process in order to reduce teachers’ work for providing feedback towards students’ portfolio even though it is not accompanied by any scoring guidelines in its implementation.

메타버스 플랫폼을 활용한 그룹 프로젝트 기반 수업에 대한 영어교육 전공 학습자들의 인식: 텍스트마이닝을 통한 분석

The purpose of this study was to analyze the perception of learners who performed group activities through the Metaverse platform, and to explore teaching strategies for effective group project-based classes through the Metaverse platform. The perception of English education majors on performing group activities through Gather.town was conducted by analyzing text mining, extracting related contexts, and designing strategies based on instructors’ self-report. The main results are as follow. Regarding the group activities of the class project performed on the Metaverse platform, the learners recognized that the interaction was active, and that participation and class performance were high. Also, based on the analysis of instructors’ self-report, the instructor should redesign the class as a class optimized for the Metaverse environment, and should play the role of facilitator to enable interaction and participation. It is expected that the specific strategies in this study will be useful to teachers, wanting to use the Metaverse platform to improve the class performance.

Elementary school students’ perceptions of democratic practices in the project-based science classroom

Researchers pointed at project-based science education encourages students’ dialogic practices such as wondering about the scientific phenomenon and asking questions, which may positively affect positively students’ democratic practices in the classroom. It is the goal of the present research to verify this issue. Sixty-six Grade 5 students participated in the research. Thirty-two students constituted the project-based science class and were engaged with project-based activities, while 34 students constituted the regular science class. The students in each class were requested to complete a questionnaire that assessed democratic practices (freedom, equality, engagement and justice). The data were analysed using SPSS 21.0. The research results indicate that project-based learning affected positively and significantly the democratic practices of equality, engagement and justice but not that of freedom. In addition, the interactions between project-based programme and gender or science-ability affected only engagement. The project-based class can empower elementary school teachers with. Specifically, the teacher needs to be aware of the constraints of freedom, so that she/he tries to encourage the freedom of the student for expression and decision taking, which are of special importance for carrying out of project-based activities.

Combination of Creative Thinking to Enhance Team Creativity and Team Performance: Analysis Result of the Survey to Graduate Students in the Project-Based Learning Class

Combination of Creative Thinking to Enhance Team Creativity and Team Performance: Analysis Result of the Survey to Graduate Students in the Project-Based Learning Class

Developing subject knowledge co-construction and specific language use in a technology-enhanced CLIL programme: effectiveness and productive patterns

ABSTRACT This study investigated Chinese bilingual learners’ subject knowledge co-construction and business English language use in a Technology-enhanced Content and Language Integrated Learning (TECLIL) programe. Four intact classes of Year One University business-major students were exposed to two different learning environments – a TECLIL project-based learning environment using Knowledge Forum (KF), and a CLIL project-based learning environment. Data included student oral business presentations, written business reports, subject knowledge test results, student KF server log information, and online interaction records. The results indicated that the TECLIL project-based learning classes outperformed the comparison classes on both subject concept learning and business English language use. The quantitative analysis found that students’ KF participation was associated with their content understanding and language development. Micro-level discourse analysis of students’ online discussion notes further revealed bilingual students’ productive discourse patterns in the TECLIL environment. Theoretical and pedagogical implications are discussed.

Predictors of Entrepreneurial Intention of Nursing Students Based on Theory of Planned Behavior.

PurposeThe theory of planned behavior has previously been applied as a theoretical framework for improving entrepreneurial intention in nurses. Our study aimed to draw major variables from these studies and establish a structural equation model that defines predictors explaining nursing entrepreneurial intention.Participants and MethodsParticipants included 252 nursing students from four nursing colleges in urban cities of South Korea. The structural equation model was constructed using six variables. Entrepreneurial-personal attitude, entrepreneurial-subjective norm, and entrepreneurial-perceived behavioral control from the theory of planned behavior model were used as exogenous variables, and entrepreneurial education demand, entrepreneurial self-efficacy, and entrepreneurial intention were used as endogenous variables. The data were analyzed using the SAS and LISREL programs.ResultsEntrepreneurial perceived behavioral control, entrepreneurial education demand, and entrepreneurial self-efficacy directly affected entrepreneurial intention, whereas entrepreneurial personal attitude and entrepreneurial subjective norm had indirect effects. The explanatory power of the modified model for entrepreneurial intention was 76.0%. These results suggested that expanding entrepreneurial education opportunities and developing interventions for enhancing entrepreneurial self-efficacy are necessary to improve entrepreneurial intention in nursing students.ConclusionThe results of this study will be used as basic data for developing curriculums and intervention programs to increase entrepreneurial intention in nursing students. To do this, we suggest that new pedagogies involving entrepreneurial project-based classes, business idea contests, and research and technology are useful tools to facilitate the next step of practical entrepreneurial preparation. Furthermore, an entrepreneurship-oriented culture needs to be fostered and include entrepreneur mentoring, team building, cooperative communication techniques, funding support, and a college-level support system.

ProtoTeams

Team dating, or small-group interactions, can expose people to diverse perspectives and inform the potential for longer-term collaboration. However, rapidly configuring groups and facilitating interactions among strangers can be difficult, especially in co-located settings. We present ProtoTeams, a system that leverages personal mobile devices to support rapid group formation, to facilitate group activities, and to collect data about the potential for future collaboration. We report on a field study where 406 students in eight different project-based classes used ProtoTeams to interact with classmates through multiple rounds of brief discussion activities before selecting teammates for a term project. We found that the system enables groups to form in about one minute, allows for meaningful interactions with a diverse range of peers, and can significantly influence subsequent teammate selection. We discuss design implications and challenges for in-person team dating in classrooms and other contexts.

THE LEADERSHIP LABORATORY: A leadership practice field involving peer mentors in a first-year, project-based class

Scholars of leadership education have recently called for more “practice fields” that combine leadership experience with deliberate instruction, reflection, and feedback. The value of experience and reflection toward leadership development is widely espoused; yet, few studies assess best practices for their integration within leadership education. Through an assessment of a curricular-based peer mentor program, this article offers a potential model for a successful leadership practice field. Based on an analysis of student feedback, several features of the program are noted for their correlation with leadership learning and developmental gains.

A study on integration of building information modelling (BIM) in civil engineering curricular

Building Information Modelling (BIM) is a practical approach that can manage the construction projects’ life cycle activities and be used by the architecture, engineering and construction (AEC) to ensure the excellent quality of the projects, reduce cost and facilitate communication among contractor players. The development of the BIM uses in the construction industry has widely spread in many countries, unfortunately not in Malaysia even though it started in Malaysia since 2004. Several universities worldwide offer BIM courses in their program, while many others are under the process of integrating BIM into their curricula. Most of the universities lack the realization of the importance of BIM application, BIM teaching strategy, and plans to overcome the barriers to integration of BIM into the curriculum. This paper presents the current state of BIM education in the engineering program in the Faculty of Civil Engineering (FCE) as a case study. A detailed literature review and questionnaire survey performed for this purpose, followed by statistical analysis. The research presented the status of BIM education in FCE and formulated a framework that will provide guidelines for those universities which are not currently implementing BIM or just started developing BIM curriculum. More practical project-based class assignments that supported students with learning how to apply different formal project management methods to real-world project management problems will be adapt. The program in the universities will be able to produce graduates who are equipped with the necessary knowledge and skills of modern tools such as BIM before they enter into their professional careers.

한국어 고급 학습자 대상 프로젝트 수업의 과정 중심 평가 적용 방안에 대한 연구

한국어 고급 학습자 대상 프로젝트 수업의 과정 중심 평가 적용 방안에 대한 연구

Bridging the Gap between Academia and Practice: Project-Based Class for Prestressed Concrete Applications

Educational approaches in structural engineering have focused on classical methods for solving problems with manual calculations through assignments, quizzes, and exams. The use of computational software to apply the learned knowledge has been ignored for decades. This paper describes an educational approach to tackle the lack of applicable practical exercises in the structural engineering class “CE 506-Prestressed Concrete” at a university in the western United States during the spring of 2017. The class was designed to provide students with the theoretical concepts of prestressed concrete and the ability to interpret applicable design codes. In their project, students continued to build this knowledge by designing a prestressed bridge superstructure according to a unique state design manual. Students prepared a literature review of their selected state in the U.S.A. and used commercial software to perform an analysis and design of their bridge. Additionally, students were asked to backcheck their design using theoretical methods through manual calculations. By the end of the class, students presented their projects in a head-to-head presentation format, to contrast the differences between their designs in a competitive style. This paper summarizes the class structure, the outcome of the design project, and recommendations for future applications of computer technology in structural engineering education.

프로젝트 팀의 행동 변화과정 이해에 대한 질적 연구 - 서비스경영 수업을 중심으로

While positive appraisals of doing team-based projects in undergraduate classes, there is a little attention to understand group dynamics in team project-based class context. In this study, we attempt to longitudinally observe a change process of project teams’ behavior in Service management class case, as time passed. The class in this case consist of three team project assignments and students were required to address a problem in each project. According to our findings from both the observation and depth interviews from students during three months, this study found that both mutual expectations and complaints in each group might lead to changing its own behavior. We also found that the roles of some group members could be divided into actors and listeners who might be potential free-riders. Based upon our findings, we can contribute to investigate project teams’ dynamics in the class as well as provide many educators with practically educational insights.

A Study of the Project-Based Learning Methods for Reinventing Ideas of Mathematician via the Strategy of Polya’s Problem Solving

Project-based learning emphasizes learning activities that are long-term, interdisciplinary and student-centered. Students often must organize their own work and manage their own time in a project-based class. Most children, however, have epistemological obstacle which is typical of the prescientific thinking. The researchers propose a teaching-learning method to invoke interests and to overcome epistemological obstacle using the method to reinvent ideas of mathematician via the strategy of Polya’s problem solving. To this purpose, we choose 6-th grade children in J Province and implement 5 lessons in that class to propose some efficient methods for overcoming children’s epistemological obstacle and developing ability of the reinvention of Mathematician’s ideas in the elementary school.

A Research on ESP Teaching Learning Model: Focusing on Project-based Class.

The purpose of this study is to investigate an ‘English for Specific Purposes’ (ESP) teaching learning model in a Tourism English course, in order to identify its characteristics in comparison to general English courses, and to unpack teachers’ and students’ roles in this ESP class. While a growing body of research on ESP has been conducted, not much has been discussed about what types of teaching and learning experiences are unique to ESP educational contexts. Twenty college students attending Tourism English participated in the study and the researchers collected the data of class interactions, students’ writing, and class notes. The results showed that there are four discrete components of concept vocabulary learning, genre instruction, spontaneous communication tasks and integrated project. The project component helped students integrate and implement their knowledge in authentic settings; and this ESP course required taking diverse teacher’s and student’s roles for each component of the curriculum. Finally, educational implications have been discussed.

Measuring design innovation for project-based design assessment: considerations of robustness and efficiency

Los enfoques instructivos para la adquisición de habilidades en procesos de diseño innovativo para ingenieros y diseñadores son fundamentales para desarrollar competencias de diseño. Se necesitan recursos que permitan una evaluación eficiente y válida de los resultados del diseño, sin embargo, los métodos de evaluación actuales no son adecuados para los proyectos heterogéneos de las clases de diseño basadas en proyectos auténticos como diseño final. Por ello, nosotros desarrollamos una medida robusta y eficiente, y la validamos con un conjunto grande y diverso de resultados de diseño de una clase de diseño basada en proyectos. La medida se basa en juicios expertos sobre el valor y la funcionalidad de los conceptos de diseño derivados de una serie de requisitos de diseño ponderados por su importancia.Las nuevas medidas de evaluación de los resultados en el contexto de entornos de diseño auténticos basados en proyectos, como el desarrollado en el presente estudio, deben interactuar con las métricas basadas en procesos para crear una entrada de mayor calidad en la evaluación general de rendimiento del equipo de diseño.

Investigating the allocation and corroboration of individual grades for project-based learning

Concerned with grade allocation, contribution and an emphasis on final product production in a project-based class, a study was conducted in order to investigate methods in which to address these issues. The researcher of the study, also the teacher, utilised a technical action research approach with two cycles in order to investigate his own classroom practice at a private university. The researcher created and ran two projects with the class to coincide with each cycle. Results were collected in the form of passive observation, a questionnaire, reflections, self-assessments, group-evaluations, and wiki logs. Results from the study yielded a number of aspects for practitioners to consider when developing project-based assessment, and a discussion on aspects of group assessment including free-riders, co-created assessment, and weightage, and validation.

Project-based classes using mobile phone

Project-based classes using mobile phone

The Effect of Team Projects on Education Satisfaction

Background/Objectives: By recognizing team efficacy, interpersonal relationship, and activeness in problem solving as key factors affecting class satisfaction, this study seeks to investigate their causality in actual university team project-based classes. Methods/Statistical Analysis: In this research, survey was performed to collect data. The total of 200 survey questionnaires was distributed during a break in the middle of class. Of them, 34 sets were excluded for missing response, plural response and lining of the same answer inappropriate for study research, leaving 166 sets for the final analysis. For this study research, IBM SPSS v22, IBM AMOS v22, and Microsoft Excel 2013 were utilized. Findings: As a result of this study, the attitude toward learning, team efficacy, and problem solving capability was found to have a positive effect on class satisfaction. Whereas interpersonal relationships showed no effect on class satisfaction, attitude toward learning and team efficacy showed a positive effect on interpersonal relationship and team efficacy showed an effect on problem solving capability. Interpersonal relationship and problem solving capability were found to function as a mediator among team efficacy, attitude toward learning and class satisfaction. Application/Improvements: Based on research results, interpersonal relationship is deemed most appropriate to improve problem solving capability. Also team efficacy and attitude toward learning were found to increase interpersonal relationship.

Teaching construction project management with BIM support: Experience and lessons learned

This paper presents experiences and lessons learned during the introduction of Building Information Models (BIM) in construction engineering project management courses. We illustratively show that the introduction of BIM-based project management tools helped the teachers of two courses to develop more realistic project-based class assignments that supported students with learning how to apply different formal project management methods to real-world project management problems. In particular, we show that the introduction of BIM allows educators to design a class project that allowed the use of more realistic cases that better simulate real-world project conditions, helped students to learn how different project management methods integrate with each other, integrate change management tasks in a class assignment, and learn how to optimize project plans.