Project-based Learning Course Research Articles

PBL 교육과정에서 학습자의 성취 수준에 따른 학습몰입 특성: 성찰일지의 코퍼스 기반 분석

Objectives The study aims to analyze the learning engagement characteristics based on learners' achievement levels in a Project-Based Learning (PBL) curriculum. Through a corpus-based analysis of reflective journals, the research seeks to objectively evaluate and differentiate the emotional, behavioral, and cognitive engagement types of learners. Methods This research employed a corpus-based linguistic approach to analyze the reflective journals of learners from a PBL course. A total of 24 students from C University participated, divided into high-achieving and low-ach-ieving groups. The reflective journals, collected over nine weeks, were analyzed using the AntConc program to ex-tract keywords representing emotional, behavioral, and cognitive engagement. Statistical analyses, including One-Way ANOVA and independent samples t-test, were conducted to determine the differences in engagement types within and between the groups. Results The analysis revealed distinct differences in engagement characteristics between high-achieving and low-achieving learners. High-achieving learners exhibited higher levels of emotional, behavioral, and cognitive engagement, reflected in a greater frequency of keywords related to these dimensions. The differences were statistically significant, highlighting the need for differentiated instructional strategies to cater to varying learner needs. Conclusions The findings emphasize the importance of tailoring educational strategies to the individual needs of learners based on their engagement patterns. This approach can enhance the effectiveness of PBL by fostering deeper and more meaningful learning experiences. The study contributes to the development of targeted teaching methods that support both high-achieving and low-achieving students, ultimately improving overall learning outcomes.

Synthetic biology education and pedagogy: a review of evolving practices in a growing discipline

Synthetic biology is a growing field with an increasing number of successful applications. Yet, synthetic biology (SynBio) education initiatives are underreported and disconnected from each other. In this review we survey the literature on SynBio education and stratify this body of work into three categories: classroom activities, course designs, and program-level curricula-planning. For each category, we discuss the methods used to assess students’ experiences and achievement of learning objectives. Throughout, we identify trends and opportunities for further development in SynBio education. We determined that the design of low-cost education kits is a growing opportunity to support student learning at the level of classroom activities. In support of that work, we present a mapping of published education kits onto Bloom’s taxonomy, taking into account increasing accumulation of knowledge through continued experience. We further found that project-based learning is used widely and has proven effective in course designs. To facilitate such activities, we provide a high-level guide for the conversion of a didactic course into a project-based learning course. Further, we note that, currently, programs are delivered primarily at the graduate level, taking inspiration from traditional degree programs while incorporating interdisciplinary training. Finally, we find that design-based research may provide an effective framework for an iterative, mixed-method study design. To support such efforts, we provide a schematic overview of design-based research and its application to a learning progression for interdisciplinary skills. We conclude with a discussion of specific learning concepts that may be useful to SynBio educators and education researchers.

Promoting institutional collaboration through a joint project-based learning course: a case study of upper secondary school and university students’ experienced relevance

There is a great need to develop research-based models for supporting collaboration between educational institutions. Collaboration models are needed, for example, to assist the transition from lower educational level to higher education or from higher education to working life. In this research, collaboration was conducted through a joint course between upper secondary school and university, which addressed global challenges by using a project-based learning approach. There is a shortage of research exploring students’ perceptions of collaboration. Therefore, the main purpose of this qualitative case study is to explore the relevance of the joint course for upper secondary school students and university students. The research was guided by the following research question: What kind of relevance did the students experience in the joint project-based learning course? The data were gathered using questionnaires, interviews, and reflective study reports. The data were analyzed via theory-based content analysis, where research-oriented relevance model was used as the analysis framework. The analysis framework enabled categorizing experienced relevance on individual, vocational, and societal dimensions. Altogether, the analysis produced seven relevance categories for upper secondary students and nine for university students. According to the analysis, upper secondary school students felt that the course offered the most on an individual relevance dimension, whereas university students experienced the vocational relevance dimension a the most diverse. As the main conclusion, this research produced new insights on the experienced relevance of upper secondary level and higher education cooperation from the students’ point of view. The acquired knowledge can be useful for everyone developing new cross-institutional collaboration models.

Embedding More Autonomous Safety in MCUs-Based Embedded Systems using Project-Based Learning (case study)

In this research, we present a new technique for learning embedded systems design (ES) that integrates Project-Based Learning (PBL) with conventional face-to-face learning. The PBL course uses a project-based learning approach which offers insights for effective safety feature implementation, concentrates on ES or IoT applications and highlights security in the developed system. This is achieved by using Safety co-processors and Microcontrollers which are secure and cost-effective. Furthermore, the study highlights the key safety modules suitable for integration into MCUs. Additionally, we propose implementing a functional safety layer including a safety co-processor equipped with trusted input/output controllers that contribute to identifying potential failures and increase the system fault tolerance.

Analysis of collaborative CAD user actions in design sprint: insights from an educational setting

AbstractDesign sprints complement traditional teaching methods, especially in project-based learning courses. While this approach can potentially change Computer-Aided Design (CAD) usage, it is still underexplored. Therefore, this study explores the influence of design sprints on embodiment-focused CAD activities in project-based learning by examining differences in patterns of CAD user actions, focusing on design space and action types. The case involves two higher-graded and two lower-graded student design teams monitored with a non-invasive method across a two-day design sprint event.

Developing a Project-Based Learning Course Model Combined with the Think–Pair–Share Strategy to Enhance Creative Thinking Skills in Education Students

The aim of this research was to produce a project-based learning (PjBL) course model that combines with the Think–Pair–Share (TPS) strategy and to determine its effectiveness in improving the creative thinking skills of education students. The sample of participants comprised 100 students from a university in Bangkok, Thailand. Five main elements comprised the PjBL-TPS course: 1. Project Preparation (including an introduction, pairs formation, and an understanding of the project); 2. Project Pair Cooperation (including discussion, knowledge framework development in pairs, practice analysis, brainstorming, and pair feedback); 3. Project Production (including its development, testing, refinement, and presentation); 4. Project Evaluation (including giving feedback on the work of the other pairs); and 5. Project Conclusion (including reflecting on the overall experience of the project). The results show that, in their post-course exercises, the students displayed enhanced creativity in all areas of creative skills (involving fluency, flexibility, originality, and elaboration). The experimental group demonstrated significantly higher creativity levels compared to the control group. In addition, the post-course assessments of the self-perceived creativity improvements of the students revealed that, post-course, most of the students perceived improvements in every aspect of their creativity.

Scaffolding Models in a Project-Based Learning Course- A Case Study

The study investigates the impact of establishing the different scaffolding models toward better percolation of knowledge and skills required to build a functional prototype in a first-year engineering Project Based Learning course. To facilitate students to design and build a mechatronics system, scaffolding students at various project phases is crucial. To cater to the need, scaffolding by the teacher all the time for all the project phases for a large classroom of students was challenging. Thus, there was a need to establish multiple scaffolding models to effectively scaffold students without burdening the teacher. This motivated the authors to establish the five scaffolding models. Data was collected from students and teachers involved in the course to measure the effectiveness of scaffolding models. Student data was collected through focus group discussion, while an interview was carried out with faculty to capture the data. The results reveal that designing multiple scaffolding models helped students to get just in time help to complete the projects and resulted in better design skills. The paper's outcomes help educators design scaffolding models for the PBL course in engineering for a large classroom. Keywords— Design Problems; Engineering Design Process; First-Year Engineering; Project-Based Learning (PBL); Prototyping skills; Scaffolding.

Web-Based Business Simulation Practice Course Learning Application

This research is planned to continue and realize the results and objectives of previous research in 2022 with applied research on innovative products, namely Practical Learning Applications for Virtual Business Simulation Courses in the Business Administration Study Program. The long-term goal of this research is to develop project-based and digital technology-based Business Simulation learning courses used by students and lecturers. The method used to achieve this is the R and D method. The target for this research output is Copyright and publication of the accredited national journal Sinta 2. This research produces a virtual business simulation learning application based on a research model that was created in 2022. Research This is a type of action research and development using the Research and Development (R&D) method. This research also tested innovative products practiced by 70 5th-semester students, 10 people were taken from each 5th-semester class of the Business Administration Study Program (7 classes) as test respondents in using this Business Simulation application. The Business Simulation Application was created under the business simulation learning process contained in the RPS for the Business Simulation Course. This simulation application is web-based and is equipped with a video tutorial to make it easier to use. Application testing results show that this business simulation application makes business work easier and faster for the positions of manager, head of administrative supplies, and head of finance.

Teaching Practice of Applying Design Thinking in a Project-based Learning Course: Facilitating Junior High Students in Developing Inquiry Topics

Teaching Practice of Applying Design Thinking in a Project-based Learning Course: Facilitating Junior High Students in Developing Inquiry Topics

Sustainable Engineering Design in Education: A Pilot Study of Teaching Right-to-Repair Principles through Project-Based Learning.

Over 60 million tons of E-waste is expected to be generated in 2023, with associated significant impacts on health and the environment. To reduce the number of products sent to landfills, "Right to Repair" (RtR) movements are gaining momentum in many countries, including the UK, USA, and EU member states. While Universities are seen as important stakeholders to drive forward sustainable design practices, there is currently little work looking at training undergraduate design engineers in the principles of designing household products in support of RtR. In particular, the project-based learning (PBL) pedagogy shows promise in engaging and training students with the skills and knowledge required to successfully design products for RtR. In this paper, a pilot-study of teaching engineers is presented to design products compatible with RtR principles, alongside many technical skills, in a first-year PBL course. The key outputs of this paper are the design of the module, which can be used to help inform first-year engineering education, the high engagement of students, with 100% of respondents agreeing that they intend to try to implement sustainable design practices in future, and some of the innovative features that students implement in their projects.

Creating effective project-based courses: personal relevance and its relations to successful group work

ABSTRACT Group projects are expected in contemporary engineering curricula, and yet they often pose a challenge to students and instructors alike. Could making projects personally relevant help? The present study created and tested a conceptual framework regarding the impact of personal relevance on groupwork in a project-based learning (PBL) course. We examined how measures of personal relevance (PR), both at the course level (value, interest in specialisation) and specifically regarding projects (interest and investment in the project, and contribution to the project idea) relate to students’ expectancy, group connectedness, team dynamics (effectiveness, conflict, satisfaction, interdependence, and cohesiveness), and perceived effort; whether PR differs based on students’ gender, academic year, or time of the semester; and whether PR predicts students’ project performance. Seventy-one undergraduates in a project-based computer science course at a large public US university completed surveys assessing these constructs at five timepoints during the semester. Our findings suggest PR is related to positive outcomes in PBL courses, with interest and investment predicting an increase in the project grade. Similarly, gender predicted project grade with female students having significantly higher scores overall, above and beyond other measures. We discuss implications for creating project-based courses in higher education engineering courses.

MỘT SỐ BIỆN PHÁP NÂNG CAO CHẤT LƯỢNG DẠY HỌC HỌC PHẦN “CAD TRONG KỸ THUẬT” THEO DỰ ÁN CHO SINH VIÊN NGÀNH CÔNG NGHỆ KỸ THUẬT Ô TÔ, TRƯỜNG ĐẠI HỌC VINH

In the integration and development trend of education in general and university training in particular, continuous innovation of teaching methods is crucial for achieving optimal effectiveness. Project-based learning courses are vital components in higher education programs, garnering attention in terms of faculty, training programs, and infrastructure investment. This paper aims to enhance the quality of education and diversify the implementation of Computer-Aided Design (CAD) project-based learning courses in automotive engineering. The contents of the module have been evaluated, thereby proposing a number of specific measures to adapt to the specific nature of the Automotive Engineering training field and improve the quality of provided education, including raising awareness of project-based learning, enhancing faculty capacity-building, diversifying teaching methods, and ensuring supportive conditions for teaching activities.

Development of a proof-of-concept prototype amid limited face-to-face interactions: A case study of an engineering two-student team

The COVID-19 crisis has necessitated the exploration of alternative learning methodologies to address the challenges of online education, especially in the context of teamwork. This case study examined the effectiveness of a small student team through a project focused on designing, fabricating, and testing a proof-of-concept prototype, specifically a Level 3 prototype according to the technology readiness level (TRL) scale. The project was predominantly carried out under the restrictions imposed by the pandemic. The student team consisted of two undergraduate engineering students with prior experience in project-based learning (PBL) courses. The effectiveness of this teamwork in the current project was found to be strongly influenced by attributes such as shared goals and values, commitment to team success, constructive feedback, and accountability. However, the students’ previous experiences in larger teams indicated that characteristics such as ideal team composition, leadership, and open communication were more prominent in those contexts. While team size may explain these differences, further research is necessary to establish definitive conclusions. The contributions of each student to the teamwork were characterized by independence and self-pacing, which played a crucial role in achieving the desired project outcomes. In conclusion, this case study emphasizes the importance of adapting to remote teamwork scenarios and provides strategies for effective project management. The findings highlight the significance of shared goals, commitment, feedback, and accountability in fostering effective teamwork. Moreover, the contributions of independence and self-pacing were instrumental in navigating the challenges posed by limited face-to-face interactions. Future research should investigate the impact of team size on team dynamics, the development of self-regulation skills in similar contexts, and the dynamics of teamwork when students lack experience in a PBL course. These investigations will contribute to a comprehensive understanding of effective teamwork strategies in diverse educational settings. The insights gained from this study contribute to the ongoing discussion on effective teamwork strategies in remote learning environments.

Using Competition to Improve Students’ Learning in a Project-Based Learning Course

In this article, we presented our findings regarding an online project-based learning course, delivered to 64 students from the Federal University of Sao Paulo, Brazil, during the COVID-19 pandemic, in the second semester of 2021. The course had the goal of teaching Project Management by means of a competition (the Data Science Olympics). Our goal was to investigate the systemic impacts of the competition on learning. Data was collected by means of a questionnaire and from comments posted on the teams’ websites. We followed a convergent parallel mixed methods approach. We analyzed the data using a causal loop diagram to connect the insights gained with quantitative and qualitative results. Our findings were as follows: 1)The use of competition in a project-based learning centered course helped the students to develop project management and data science skills, and fostered metacognition and knowledge sharing opportunities. 2)The Data Science Olympics increased the students’ intrinsic motivation to learn. 3)The project-based teaching practices (scaffolding the students’ learning, giving meaningful feedback to the students, and managing the activities) facilitated the students' learning. 4)The problems the students faced throughout the Project (dropouts, communication problems, lack of commitment, difficulty scheduling online team meetings) impacted negatively on the students' motivation.

Professionalizing teachers through a co-design learning framework

ABSTRACT Teachers are rarely included as partners in school reforms or in planning teacher supports to enact new initiatives. The authors explored co-design as a professional learning (PL) framework to support localized enactment of a high school language arts project-based learning (PBL) course. They examined aspects that facilitated or limited progress toward PBL goals within the co-design PL. Results suggest that productive PL requires teachers to be positioned as key members from the onset who feel they have agency in adapting and enacting curriculum. When teachers are not part of the decision-making, it is difficult to agree on the focus and invest in the shared work. Co-design facilitated the professionalization of teachers when teachers had agency, partners developed trust through vulnerability, and partners experienced small successes together. The authors share the Partnership Planning Tool that can be used to identify the complex interplay between partners to support positive change.

Interdisciplinary Project-Based Learning: Experiences and Reflections From Teaching Electronic Engineering in China

Continuous developments in the electronics industry have led to constantly changing career roles and graduate skills requirements. Students in the University of Electronic Science and Technology of China (UESTC) have complained that numerous courses in electronic engineering are heavily focused on theoretical knowledge that is disconnected from the needs of the industry. Thus, in an effort toward delivering student-centered educational programmes that meet the needs of the industry, this article introduces an innovative course that was developed using the project-based learning (PBL) method and situated in the electronic engineering undergraduate programme at UESTC. Since real-world engineering projects require teams to collaborate on ill-defined problems, we focused this innovative course on developing professional and technical skills, drawing from a range of more typical electronic engineering courses. We provide full details of two projects that were created for this PBL approach and evaluate them as practice examples that demonstrate the impact of this practical pedagogic innovation in UESTC. According to our evaluation, completed by all 40 of our enrolled students, our innovative course based on interdisciplinary PBL exercises demonstrated a significant improvement in student satisfaction and 65% of students preferred the interdisciplinary PBL course in comparison to traditional lecture-based courses.

The contribution of a project-based learning course, designed as a pedagogy of practice, to the development of preservice teachers' professional identity

This study demonstrates a positive link between participation in an online project-based learning course, designed as a pedagogy of practice, and preservice teachers' professional-identity development process. The linguistic and content analyses revealed that the construction of professional identity was manifested through six motifs: Self-confidence, self-agency, sense of belonging, self-awareness, autonomy, and envisioning a future teaching self. Each of the motifs was portrayed with its characteristic set of time-oriented types of discourse (i.e., using past, present, and future tenses while describing feelings and thoughts regarding one's teaching self.) Based on the findings, we introduce a multidimensional model that explains identity construction as occurring at the intersection between the dimensions of identity and the temporal dimensions found in reflective discourse.

Developing a weather prediction project-based machine learning course in facilitating AI learning among high school students

The rapid growth of artificial intelligence (AI) technology has changed lifestyles, work patterns, and educational approaches. However, courses that can guide students through the practical applications of AI technology are still scarce in K-12 education. This study aimed to develop a project-based machine learning (ML) course for the implementation of AI technology. The core idea of this course, which focused on the supervised learning of AI ML technology, was designed based on the project of weather prediction. Furthermore, data collection and status display were realized using various hardware devices such as Arduino and sensors, whereas ML algorithms were implemented in Python programming language. A total of 68 eleventh-grade senior high school students from a public school in Southern Taiwan participated in this study. The main variables included understanding AI concepts, computational thinking (CT), and learning attitude. Data were analyzed using quantitative statistics, including descriptive statistics, t-test, and analysis of covariance, supplemented with qualitative data. Based on the findings, the following conclusions were drawn: (1) the proposed course on the implementation of ML helps students understand the basic concepts of AI; (2) students demonstrate a significant improvement in CT skills after attending this course; (3) although the students’ attitude toward learning AI shows no significant change after attending this course, their overall view for it is positive; (4) contrary to their learning attitude, the CT skills among the students with different capabilities of learning AI are significantly dissimilar. Overall, the machine-learning implementation course developed in this study can serve as a reference for promoting AI education in the future. However, considering learners’ prior knowledge in programming, setting up appropriate learning scaffolding for them, and providing them with more examples of the applications of AI in real-life scenarios is still necessary when conducting the course for improving the students’ attitude toward AI.

Students’ innovation for age-ready smart cities

The development of smart cities has seen a shift in governance systems where citizens have gone from mere recipients of services to co-creators. As smart cities rely heavily on Information and Communication Technologies to achieve their goals, it is a challenge to engage older populations in digital participatory processes. A project-based learning course was developed at the Norwegian University of Science and Technology to challenge master students across all study programs to come up with ideas for tackling this issue. This paper presents the results of their multidisciplinary collaboration applied to real cases in municipalities in Norway. We find that a transgenerational approach is essential in the design and development phase of participatory methods to ensure better implementation and uptake of technologies.

The achievement of space technology related project-based learning course in Engineering Department of Kanagawa Institute of Technology

The achievement of space technology related project-based learning course in Engineering Department of Kanagawa Institute of Technology