Project-based Learning Environment Research Articles

Validating an Instrument to Measure School Culture in Project-Based Learning Environments

Measuring school culture and analyzing student learning experiences is a rapidly growing practice, with a notable uptick following the increased forcus on learning experiences spurred by international comparisons of educational environments and resulting student outcomes. The literature documents common constructs that are often included in school culture surveys. However, often all learning environments are organized together and offered the same school culture survey. This is problematic because a common school culture survey construct is “learning environment” and the items that form this construct will be significantly different based on the instructional model. Therefore, providing educators with a one size fits all culture survey does not meet the needs of schools offering problem-based learning (PrBL) and project-based learning (PBL) environments. This research examines the process for revising, designing, and validating a school culture survey aligned to PrBL and PBL environments.

The value and use of project-based learning in teacher preparation programs

The study investigated faculty’s value and use of project-based learning (PBL) in preparing student teachers. A convergent mixed methods design was employed in collecting data. Although the participants addressed the need to support the PBL environment and highly reported the use of PBL in their current teaching practices, the ways they explained how to implement PBL do not reflect PBL in real applications. Participants thought that the other types of learner-centered approaches, such as problem-based learning, are the same as PBL, which led to a strong positive correlation between the value and use of PBL. Professional development sessions for faculty members, partnerships with local and international organizations, and continuous evaluation were found helpful in achieving successful implementation of PBL in teacher preparation programs.
 Keywords: Teacher education, Project-Based Learning, Student teachers’ preparation programs

The Impact of Flipped Project-Based Learning on Self-Regulation in Higher Education

Student-centered learning approaches such as project-based learning and flipped classroom stress the active role of the learner by applying knowledge rather than absorbing knowledge, and preparing higher education students for professional development. Student-centered learning environments are more effective when students regulate their learning and learn autonomously. There-fore, the purpose of this study is to examine the impact of a proposed ap-proach of flipped project-based learning on various facets of students' self-regulated learning, including motivational beliefs and learning strategies in higher education. A flipped project-based learning environment was designed and developed to improve students’ self-regulated learning skills. In this regard, multiple case studies were conducted according to a pretest-posttest quasi-experiment design to investigate the effectiveness of the proposed approach by four groups of students from different disciplines. The study employed a mixed-method research approach for data collection. Overall, the results re-vealed that the flipped project-based learning approach significantly enhanced students’ self-regulated learning skills. It was found that the approach fostered the students’ self-regulation performance among different groups across dif-ferent disciplines and levels.
 Moreover, participants also claimed that the approach was useful and ef-fective. The findings indicated that students who actively engaged within flipped PBL activities demonstrated increases in cognitive and metacognitive functioning both individually and collaboratively. This study contributes to an advance in the understanding of how the development of SRL can be inte-grated into a flipped project-based learning environment in higher education.

Uncovering themes in personalized learning: Using natural language processing to analyze school interviews

Using a natural language processing tool, this study examined participant discourse in personalized learning schools to better understand what personalized learning looks like in practice. Term frequency-inverse document frequency (tf-idf) was used to identify the significant words and potential emergent themes for 134 interview transcripts. This tool provided a way to swiftly explore the structure of the data, revealing distinctions in the vocabulary students and teachers use as well as a potentially meaningful set of themes. This method provided a valuable lens with which to validate or surface new areas for investigation. By applying this tool to interviews from personalized learning environments, we were able to identify ways educators and students talk differently about project-based learning environments, revealing that tools like tf-idf can be effectively used to quickly provide a preliminary look at large amount of interview data.

Developing systems thinking in a Project-Based Learning environment

As science and engineering projects are becoming increasingly more complex, sophisticated, comprehensive and multidisciplinary, there is a growing need for systems thinking skills to ensure successful project management. Systems thinking plays a major role in the initiation, effective management, and in facilitating inter-organizational tasks. This research assesses the capacity for engineering systems thinking and its contribution in carrying out a multidisciplinary project. The research also reviews the cognitive process through which systems thinking skill is acquired. The study focused on a group of students who have completed their senior design projects in high-tech industry, while their plans were being integrated into existing larger projects in the respective industrial sites. The systems thinking skill of the students was examined according to a questionnaire for assessing the Capacity for Engineering Systems Thinking (CEST). Statistical analysis shows significant differences in the students capacity for systems thinking at the beginning and end of the work (p<0.001). This research demonstrates that systems thinking skills can be improved through awareness and involvement in multidisciplinary projects.

Project-based learning: Design of data acquisition module for greenhouse system

This study provides a project-based learning case study of the design of data acquisition module for the greenhouse system. The project-based learning environment is provided to the final year undergraduate engineering students where the students try to develop a prototype of a greenhouse system equipped with various sensors and actuators. The learning target is to develop a fully functional laboratory prototype of the greenhouse with sensors and actuators and perform data acquisition and data logging operations in the greenhouse. In addition to the development of hardware prototype, the students are encouraged to learn the theory and modeling aspects behind the problem. The result of the project-based learning approach has been encouraging since the students were able to design the working prototype of the greenhouse with basic control functionalities.

The Impact of Collaborative Group Size on Students’ Achievement and Product Quality in Project-Based Learning Environments

This paper focuses on comparing collaborative group sizes (small versus large) in terms of developing preservice teachers’ skills in designing webpages using HTML in a project-based learning environment. It examines the effect that group size has on academic achievement and product quality in project-based learning environments. The experiment involved 74 undergraduate students enrolled in the sixth level of the Computer Teacher Program, Faculty of Education, King Faisal University in Saudi Arabia, during the second term of the school year 2018-2019. Study results indicate that there are significant differences between large and small size groups as they relate to students’ academic achievement and product quality, showing a preference for a large group, which disagrees with most of the existing literature. In this study, the researchers explain this disagreement and recommend new directions in researching group sizes in project-based learning environments in the future.

Effectiveness of Project Based Learning Models to Achieve 6Ps in Vishwaniketan, India

Indian engineering education sector is looking for the suitable alternative for curricular and teaching learning practices to achieve its goal to align itself for outcome based education. Project Based Learning (PBL) approach has been considered as a suitable alternative to improve the learning outcomes and employability skills of the graduate engineers. ViMEET is an engineering institute established in the year 2012-13, with an vision to implement PBL. It has developed four different PBL models for improving quality of engineering graduates. In this paper, these models are discussed in detail. Also, focus of this paper is to investigate effectiveness of PBL models to achieve Performance, Placements, Products, Patents, Publication and Public Image. These parameters are shortly noted as 6Ps. To check effectiveness of PBL models, a quantitative data is collected from different departments with various methods and student’s feedback is taken in the form of survey. Students mentioned that PBL model has been a key element for their personal achievements and largely accept that they learned better in PBL environment. Although thoughtfully designed, PBL models could not lead to expected number of patents and publications, more work would be required to refine these models to get better results. Overall, it is concluded that PBL approach has been accepted by the students and promises to be excellent practice to achieve 6Ps.

Teacher's Perception Towards their Role in Course Level Project-Based Learning Environment

This research article focuses on survey of teachers of Vishwaniketan Institute of Management, Entrepreneurship and Engineering Technology (ViMEET), affiliated to Mumbai University, India who are implementing Course Level Project-Based Learning (CLPBL). ViMEET has to follow the curriculum given by Mumbai University, India. To make students industry ready with more practical knowledge, management of ViMEET introduces CLPBL in every semester for specific subjects along with the curriculum defined by Mumbai University, India. As there is no scope of CLPBL in Mumbai University curriculum therefore teachers of ViMEET have to deliver different roles while curriculum delivery along with CLPBL implementation. Therefore, this survey was carried out to understand teacher’s role clearly while implementing CLPBL to make CLPBL successful. In the present survey, quantitative research design method was used to understand teacher's role in CLPBL. The survey was conducted to find out what teachers know about their role while implementing CLPBL and how they are implementing PBL at course level in Vishwaniketan iMEET, India. A total of 16 teachers of Vishwaniketan iMEET, India have implemented CLPBL in the even semester of academic year 2018-19 and participated in question based survey. Quantitative data were collected by sending emails to the teachers. About 54% participants agreed that CLPBL supervisor should have leadership skill. 45% participants believes that CLPBL implementer should have passion to do mentorship, whereas 50% participants felt that CLPBL implementer should use different approach to deal with students of different skill set. 48% of participants believes that the purpose of CLPBL was to make students compulsory to do any project. Frequency analysis of participant responses shows that teachers are not aware about their roles in CLPBL. Almost half of the participants in present study stated that the main motive of CLPBL was to make students compulsory to do any project, which does not match with the definition of PBL. Also, respondents agreed that more training is required to teachers to understand their roles clearly while implementing CLPBL.

Need Analysis of Web Model Based On Project Based Learning to Enhancing History Knowledge among Form One Students

History subject consists of many facts, concepts and difficult to understand. This has become a cause for many students to fail in History subject. Project-based learning (PBL) is an appropriate method to improve the knowledge of History among students. Project-based learning (PBL) is an approach based on constructivist learning theory, learning through experience and constructionism theory. Although the PBL has several advantages, there are still many deficiencies in implementation. Lack of PBL can be overcome by the use of technology. The use of effective technology as an integrated part of the pedagogical process is found to help students who are less skilled and build strong knowledge in project-based learning environments. Modern digital technology is the ultimate catalyst for students who are comfortable engaging in the design and development of their projects as they can document the whole process and easily share their creations in digital format. There are no clear guidance on the use of web model based on project based learning to enhancing History knowledge among students. Thus, in this research, the issues in web model based on project based learning development and strategies are being investigated. he research method focuses on following stages: requirement analysis, design and development including alpha testing by validation from expert and beta testing which is user acceptances test to support efficiency and effectiveness of the courseware for further improvement. The result from the alpha and beta testing indicates a positive feedback on this research.

Appreciating Green Radio Communication Network Systems in a Problem-Oriented Project-Based Learning Environment. A Theoretical Framework

The aim of this article was to present a POPBL theoretical framework for the teaching, learning and research in Green Radio Communication Network Systems. To this effect, a content analysis and synthesis of related scientific literature, models and frameworks was carried out based on the research tittle and key words. The article analyses and syntheses centred on the importance of green radio communication, principal factors in green communication as well as the process components. Also in the content analysis and synthesis are the POPBL elements, processes and related theories with the resulting instructional benefits. The resulting framework has the potentials of developing the generic skills like problem solving, team work, creativity, critical thinking and continues learning which have the potentials of achieving the goals of GRCNS.

The effect of project based learning on learning environment and learning outcomes in vocational high school students

The aimed of this study was to determine the effect of Project Based Learning Models on students’ learning environment and learning outcome in vocational High School. Samples were taken using cluster random sampling technique. This study used quasi-experimental method and involving a population of 142 students in the first year in automotive class from one of State Vocational High School in Surakarta. The sample was taken using cluster random sampling. Automotive class A with 36 students was used as the experimental class and automotive class B with 35 students as the control class. Data was collected using questionnaire, interview and test in the topic of rectilinear motion and circular motion. Data were analysed using descriptive and inferential analysis techniques using ANOVA. The results of this study showed that there was significant effect of project based learning model on students’ learning environment and outcomes. The project-based learning and learning environment has an interaction to determine the students learning outcome. Students tend to have better learning outcomes in good learning environment. Project-based learning successfully increases the learning environment significantly on indicators teacher-student relationships and Student-student relationships.

Project-based geometry learning: Knowledge and attitude of field-dependent/independent cognitive style students

The authors in a convergent parallel mixed method design aimed to investigate whether and how the geometry knowledge and attitude toward geometry of students with field-dependent/independent cognitive style improve differentially within a project-based learning environment. Quantitative data were collected from 97 seventh-grade students before and after the treatment. Repeated measures multivariate analysis of covariance results, controlling for gender and prior mathematics achievement, revealed a statistically significant main effect of time but not cognitive style. Follow-up repeated measures analysis of covariance by controlling the experiment-wise alpha level indicated that field-dependent, field-mixed, and field-independent students achieved a statistically significant mean increase for all measures. The qualitative (classroom observations and interviews with some students) data provided evidence that contextualizing, visualizing, and collaborating opportunities in the project-based learning environment made contributions for mean increase.

An Experience of Project Based Learning in Aerospace Engineering

Abstract Based on the authors teaching experiences this paper proposes the developing of a ProJect-Based Learning (PJBL) environment for Automatic Control Education in Aerospace Engineering (ACEAE), which have been developed in several projects that involved the same authors. The PJBL approach have been based on the following major aspects: a Hardware/Software platform (quadricopter and related ground station, etc) as an environment to design and implement automatic control laws, and a proper choice of such tools in order to facilitate the communication of the knowledge between student of different classes and academic years, thus also improving communication skills and teamwork experience. A new didactic formulation is thus proposed, summarized by a Professional Readiness Level (PRL) table, useful to organize the learning of automatic controls for the Aerospace Engineering faculties. The actual status of this concept is applied at the University of Bologna in the courses of Automatic flight Control and Applied Control. In this work the choice of educational tools which could make the academic laboratory activities sustainable over time is proposed and the effectiveness of the proposed approach is assessed by means of the direct experience of the authors which summarize the feedback of the students involved in courses.

CheerOn

Novices learn innovation best through project-based learning (PBL), working in face-to-face teams to tackle real-world problems. Yet, real-world projects are complex, stressful, and especially challenging for novices. Online communities could provide social support to motivate novices, but it is unclear how to design online communities to support face-to-face PBL teams. Here we ask: How might we design an online system that enlists external supporters to provide online social support to motivate PBL students? Our need-finding study found that PBL students received infrequent social support, rarely engaged in help-seeking, and perceived little progress until the end of their projects. Based on these findings, we designed CheerOn , an online social support system that prompts novice student teams to externalize progress allowing external, online supporters to offer social support. We tested CheerOn with 3 PBL teams and 15 external supporters over a 6-week course. We found that external supporters provided instrumental, informational, and emotional support that strengthened students’ bonds to the community, which increased help-seeking. Supporters also provided appraisal support, which increased students’ perceived value of their work. Supporters were more likely to offer informational and instrumental support when they were promoted or saw a clear need for help; supporters who received gratitude from students were more likely to offer emotional support in return; and supporters who were closely connected to the community were more likely to offer appraisal and instrumental support. Theoretically, this research contributes to our understanding of how hybrid face-to-face and online communities can impact the behavior of PBL students, specifically towards the facilitation of help-seeking behavior, as well as increased understanding of how different types of social support (i.e., appraisal, emotional, informational, and instrumental) can impact the participation of PBL students and supporters. Practically, this research contributes to our understanding of how to design socio-technical systems that facilitate social support for offline novice PBL students working, expanding the instructional resources available for preparing novices in PBL environments.

Pre-service physics teachers’ learning from guided cycles of pedagogical design and teaching of lessons

We describe the design rationale and structure of a Methods for Teaching Physics course that was redesigned as a project-based learning (PBL) environment, and the entailed learning process it fostered. The projects consisted of the design and teaching of physics lessons with predefined content and pedagogical focus and were structured as a guided cycle of inquiry into and sensemaking of the students’ pedagogical design and teaching. A unique feature of the course was the structured guidance and scaffolding the students received during the design phase. We illustrate the learning process that was fostered through a case study of a pair of students who worked collaboratively on a project. The data include the evolving versions of the lesson plan (three drafts and the final plan), transcripts from two consultation meetings with the instructors, as well as written correspondence on the course website, and the students’ written reflections after watching the video of the lesson they taught. The case study illustrates a learning process that led to an understanding of the difference between knowing the content and teaching it, and a shift in attention from ‘what I teach’ to ‘how my students learn’.

Fostering the skills of critical thinking and question-posing in a project-based learning environment

Innovative pedagogical models for teaching and learning aimed at developing higher order thinking skills require more sophisticated evaluation mechanisms than traditional pedagogical models to determine their effectiveness. In recent years, increased implementation of creative pedagogy has stimulated a parallel interest in the field of educational effectiveness research (EER). EER studies the factors impacting educational outcomes. This research examined an innovative program for 9th and 10th graders. The program implemented a project-based learning, constructivist approach with three teachers co-teaching each lesson to maximize development of high-order thinking skills. Students learned the required ministry of education material for all subjects through projects based on group work and peer learning. The research goal was to evaluate the innovative program’s effect on two skills: critical thinking and question-posing. The innovative class was compared to a traditional class learning the same material at three points in time over two years using pre- and post-case-based questionnaires (71 students, total of 192 questionnaires). Although no significant differences were found between the classes in the critical thinking pre-questionnaire, students in the innovative learning environment had a significant advantage in this skill after two years. Significant differences in question-posing were found in the pre-questionnaire and the gaps enlarged over the research period. The results emphasize the importance and contribution of a case-based evaluation method for "evidence-based education."

LMS‐supported PBL assessment in an undergraduate engineering program—Case study

AbstractTechnology has clearly infiltrated all aspects of the education process. In traditional teaching settings, there is an abundance of tools that can assist instructors in delivering their courses, as is evident from the number of available learning management systems (LMS) and other tools. However, LMS platforms are not as well developed for non‐traditional teaching techniques in which the students play a bigger role in the learning process. An example of such techniques is the project‐based learning (PBL) model where autonomous group work is at the heart of the course delivery and non‐conventional assessments are utilized. In this study, we explore the potential and highlight some limitations of adapting Moodle (a popular, open source LMS system) to a PBL environment. We show that Moodle has a potential to leverage the learning process when it is utilized as the main communication platform (student‐student and student‐instructor) due to the abundance of accessibility and versatility such a tool provides to the instructor and the students. The use of LMS allowed us to better evaluate the course design, monitor student's performance, and communicate expectations with students. This has resulted in improving the course design, assessment, and students learning as was evidenced from the collected assessment data.

Effects of an online team project-based learning environment with group awareness and peer evaluation on socially shared regulation of learning and self-regulated learning

ABSTRACTRecently, some studies proposed methods to promote socially shared regulation of learning (SSRL) level within a team because high SSRL levels enable an effective collaboration. Meanwhile, several studies also proposed methods in online collaboration to enhance individual self-regulated learning (SRL). Notably, most existing studies focused on proposing methods and tools either for enhancing SSRL level within a team or for enhancing individual SRL. A computer-supported collaborative learning (CSCL) environment with proper supports is promising for simultaneously enhancing the SSRL level within a team and individual SRL because SSRL and SRL have an inseparable relation and mutually influence during collaborative process. Based on the existing principles and theories, this work adopts the supports of group awareness and peer evaluation in CSCL with project-based learning. Group awareness (GA) can reveal collaborative behaviour of group members and regulate their participation while peer assessment (PE), which can appraise member’s contribution, can encourage individual responsibility and refine regulatory strategies. This study finds that the proposed group awareness and peer assessment (GAPE) (i.e. the experimental class) moderately reduces the free-rider effect and enhanced SSRL level and individual SRL, compared with NO-GAPE (i.e. the control group). Furthermore, this study also confirms that the perceived SSRL level can effectively predict individual SRL.

Tutoring In Project-Based Learning

Project-based learning allows the learner to be involved in the analysis of a given project and the search for possible solutions. Proposed projects usually have problems related to practical facts about the content of the proposed course. An online course could be based on this learning concept; Thus, providing learners with collaborative and contextualized learning. In such an environment, the online tutor plays an important role. In fact, we distinguish two types of tutors: academic and professional. The tutorial functions are related to the selection as well as contextualization of the proposed projects and also the monitoring and evaluation of the learners. In order to improve the efficiency and responsiveness of e-learning and to better manage project-based learning processes, we are also interested in the notions of peer tutoring in a learning environment by project online.The goal of this research is to create the tutoring process in project-based learning environments using semantic web technologies