Project-based Learning Experience Research Articles

Project-Based Learning and Doctoral Student Research Skill Development: A Case Study

The purpose of this study was to understand the ways doctoral students in an online Ed.D. program developed their skills as practitioner researchers through a project-based learning (PBL) experience. In order to describe and analyze the nature of the students’ PBL experiences, case study methodology was used. Interviews, a video-recording of a two-hour synchronous class session, and student generated artifacts were iteratively analyzed by a team of researchers. Results reveal underlying tensions within three case themes: individual versus collective learning, simulated versus real research experience, and public class activity versus private group conversations. These findings demonstrate that Ed.D. program area faculty must balance the competing tensions raised by these case themes in order to facilitate research skill development and foster the ability of their students to grow as practitioner scholars.

Project-Based Learning Strategy for Teaching Molecular Biology: A Study of Students’ Perceptions

This current study aims to analyse students’ perceptions regarding implementing project-based learning (PjBL) in teaching a molecular biology course to second-year pharmacy students at King Abdulaziz University as a sort of active student-centred learning method. Sixty-five male and 90 female students were enrolled in this study. This research used survey instruments to assess learners’ perceptions. The survey was divided into four sections that consisted of closedended questions to evaluate students’ overall perceptions of PjBL, communication skills, project management and teamwork activity during their project management process. A 5-point Likert scale was used. Regarding overall learning and students’ satisfaction with the PjBL experience, the percentage was 72.73%, with a score of 21.82 over 30. The percentage of students’ perceptions towards the improvement of their communication skills was 60.98%, with a score of 15.25 over 25. The percentage of students’ perceptions of project management skills was 64.97%, with a score of 12.99 over 20. Finally, regarding teamwork, the survey revealed a percentage of 71.81%, with a score of 43.08 over 60. There was a positive correlation between students’ perceptions of the questionnaire’s four parts and their grade point average (GPA) in the molecular biology course. It can be concluded that PjBL is an effective tool in the active-learning process. PjBL can improve students’ communication and management skills. Also, it encourages teamwork activities between students.

Project-based online learning experiences of pre-service teachers

Student-centered learning approach, which embodies shifting the focus of instruction from teacher to student, actively engages students in their own learning process by incorporating their learning skills and interests. With the developments in instructional technologies making online learning widespread, the student-centered learning approach has found the opportunity to transition from theory to practice. How project-based learning, which is one of the best application areas of student-centered learning, can be realized in online learning environments and the views of pre-service teachers about this experience are the research subjects of this study. Conducted as a descriptive case study, this study investigates the views and experiences of 55 Computer and Instructional Technologies Education Department students towards application of project-based learning in an online course. Data gathered through close-ended Likert type questionnaire, open-ended questionnaire and self-evaluation reports revealed that project-based learning method provided learners with gains in terms of comprehension of course content through hands-on experience, developing research skills, improving collaboration and group work skills, and creating something by making use of their imagination and creativity in a fun way.

A DIVE INTO DESIGN INTEGRATION CHALLENGES FOR 1ST YEAR ENGINEERING STUDENTS

Since 2010, Polytechnique Montréal offers the Aerospace Engineering four-year program. The introductory project “AER1110 - projet initial en génie aérospatial” is proposed to first year students who have completed a single semester. This course applies an innovative approach with better alignment with critical competencies identified by the aerospace industry. Among the course objectives, students learn and apply mechanical design methodology in an authentic design-build-test experience inspired from professional engineering design practice. This paper describes the motivations, framework and the characteristics of this course to achieve an effective project based learning experience inspired from industry practice for students. An “ask – don’t tell” approach is taken so project activities are built to generate open-ended questions to be answeredinstead of using knowledge learned from other courses to be applied on predefined problems. Multiple iterations of this introduction to engineering project have been tried. Until now, most experiences hadsignificant flaws: authenticity, high student uncertainty, motivation, assessment alignment with professionalpractice objectives, competition versus collaboration, etc. From all these iterations, a robust project framework has evolved. Teaching staff implication to build authentic projectexperiences is significant and can overwhelm academic systems rapidly. A step by step approach can manage the time issue, but to achieve the integration competency objective a more profound academic systemtransformation is needed that includes: assessment methods review, course load management, course systems and student-mentor interactions.

Leadership for Instructional Improvement

Effectively integrating creative experiential learning opportunities into classroom-based science instruction to enhance students’ applied learning continues to be a challenge for many middle school educators. This article explores how educators in one urban middle school leveraged design research thinking in conjunction with collaborative data-teaming processes to develop a targeted professional learning intervention program to help seventh- and eighth-grade teachers learn how to integrate Makerspace hands-on experiential and project-based learning activities into their STEM instructional practices to better engage students in applied science learning in middle school classrooms. A literature-informed discussion is included on how the middle school principal and the school’s instructional improvement team utilized focused professional development activities and intensive Professional Learning Community (PLC) conversations to positively transform teachers’ pedagogical mindsets and instructional practices in support of integrating Makerspace and related project-based experiential learning opportunities as valuable components of classroom-based science teaching and learning. Finally, a number of design principles derived from the middle school case study highlighted in this article are offered that may be of practical use to school leaders interested in applying educational design research methods to enhance their own campus-based instructional improvement efforts.

Dissertation Project for the Forensic Science Laboratory: Birch Reduction of Ephedrine and Analysis of Byproducts of Forensic Science Interest

This undergraduate dissertation project was designed to enhance organic and analytical chemistry skills of final year forensic science students. A modified Birch reaction method was employed to synthesize amphetamine from ephedrine and detect the most known byproduct of clandestine manufacture of amphetamines, e.g., 1-(1,4-cyclohexadienyl)-2-methylaminopropane (CMP). The use of this synthetic method led to simultaneous N-demethylation and dehydroxylation of the alkaloid. Harmful liquid ammonia and lithium metal, which are the typical reagents of the classic Birch reaction, were replaced by the safer sodium silica gel stage I (Na-SG-I) and an alcoholic proton source. Liquid chromatography–mass spectrometry (LC-MS) was used to monitor reaction progress and identify starting material, products, and byproducts, whereas proton and carbon nuclear magnetic resonance (1H and 13C NMR) and heteronuclear single-quantum correlation (HSQC) NMR spectroscopy experiments were employed to characterize amphetamine and the parent compound ephedrine. This multiweek project-based learning experience has been running for three years at De Montfort University (DMU), which offers a well-established Forensic Science BSc (Hons) undergraduate course. The students were guided with the help of an academic instructor through a research-like setting delving into synthesis, characterization, and analysis of a drug of abuse and its byproduct. As part of this learning experience, which culminated in a body of work that informed the content of final year dissertations, the students gained useful organic chemistry skills and consolidated previously acquired knowledge in trace analysis. A survey of the dissertations’ final grades and evaluation of end-of-project questionnaires revealed that students responded well to the challenges posed by the organic chemistry aspect of the lab and that the project topic and methods were engaging and very relevant to the forensic science course.

Lessons From Learners: Adapting Medical Student Education During and Post COVID-19.

In response to the COVID-19 pandemic, many medical schools suspended clinical clerkships and implemented newly adapted curricula to facilitate continued educational progress. While the implementation of these new curricula has been described, an understanding of the impact on student learning outcomes is lacking. In 2020, the authors followed Kern’s 6-step approach to curricular development to create and evaluate a novel COVID-19 curriculum for medical students at the University of California San Francisco School of Medicine and evaluate its learning outcomes. The primary goal of the curriculum was to provide third- and fourth-year medical students an opportunity for workplace learning in the absence of clinical clerkships, specifically for students to develop clerkship-level milestones in the competency domains of practice-based learning and improvement, professionalism, and systems-based practice. The curriculum was designed to match students with faculty-mentored projects occurring primarily in virtual formats. A total of 126 students enrolled in the curriculum and completed a survey about their learning outcomes (100% response rate). Of 35 possible clerkship-level milestones, there were 12 milestones for which over half of students reported development in competency domains including practice-based learning and improvement, professionalism, and interpersonal and communication skills. Thematic analysis of students’ qualitative survey responses demonstrated 2 central motivations for participating in the curriculum: identity as physicians-in-training and patient engagement. Six central learning areas were developed during the curriculum: interprofessional teamwork, community resources, technology in medicine, skill-building, quality improvement, and specialty-specific learning. This analysis demonstrates that students can develop competencies and achieve rich workplace learning through project-based experiential learning, even in virtual clinical workplaces. Furthermore, knowledge of community resources, technology in medicine, and quality improvement was developed through the curriculum more readily than in traditional clerkships. These could be considered as integral learning objectives in future curricular design.

Using project-based learning to teach project-based learning: lessons learned ,

Abstract This article reports the lessons learned using a project-based learning (PBL) approach for teaching the project-based learning methodology itself. This study was conducted with 33 graduate students from the Faculty of Education of the University of São Paulo, Brazil. This paper explains the course goals, design, and curriculum. Data were collected by means of focus group activities, electronic surveys, and students’ project websites, and analyzed to determine recurrent themes. The main findings were the following: (1) The course design, which followed the seven essential project design elements proposed by Larmer, Mergendoller, and Boss (2015), was very effective; (2) Centering learning around a meaningful project – the creation of a book about PBL experience – motivated students to do their best. However, the hard work came at a price: students reported experiencing fatigue and stress; and (3) The learning dynamics provided students with the experience of combining theory and practice, interviewing subjects, reflecting about the learning process, and sharing knowledge.

Reflection on the Impact of Distance Project-Based Learning Experiences on Students' Engagement and Regional Cultural Sensitivity on STEM Education

The contentious immigration issues through generations the US-Mexico border are not only beneficial to the United States economy but, also, this immigrant population of unaccompanied children and families from South America and Mexico contributes to the American culture by sharing their cultural traditions, family values, religious beliefs, language (Spanish), etc. and agricultural expertise as (Norman, 2018). The National Center for Farmworker Health (NCFH) (2020) reported that there are least 2.5 to 3 million agricultural workers in the United States, and these workers travel and work throughout the country, serving as the backbone for the vast farming industry in which 19% identify as migratory, while 81% are seasonal agricultural workers. This agency stated that 75% of these workers were born in Mexico, Central America, 83% self-identified as Hispanic, and 77% were most comfortable conversing in Spanish in which 30% could not speak English at all, 41% could speak a little or somewhat English, and 29% said they could speak English well (NCFH, 2020, p. 1). As an ESL science and math teacher to this immigrant student population starting in the early 80s, 90s, and early 2003, I included their regional cultural differences, traditions, family values, rituals, etc. in developing my science and math curriculum & materials; and used the inquiry project-based learning approach in teaching them Integrated Science and Math courses in the classroom settings by guiding the students in designing and building their scientific models from scrap which they built together in the classroom as group projects. Misher (2014) defined Project-Based Learning (PBL) as an instructional approach designed to encourage more engaged learning, and this learning approach is based upon realistic learning activities that stimulate student interest and motivation. In this perspective, this reflection seeks to highlight the effect of project-based learning on STEM students' engagement and regional cross-cultural sensitivity development in public school and higher education. In doing so, (A) I define and explain the following constructs: (1) distance learning, (2) project-based learning, (3) STEM education, (4) transformational learning and teaching, (5) regional cultural differences, (6) regionalism in Latin America, (7) regionalism and globalization; (B) describe scientific model building activity as cross-cultural transformational learning; (C) review pertinent literature on the topic; and lastly, (D) draw my conclusion on the topic.

Project-Based Learning Experience That Uses Portable Air Sensors to Characterize Indoor and Outdoor Air Quality

Understanding how to interpret and manipulate large data sets is increasingly important today; however, this experience has been slow to trickle down to the typical undergraduate student. Here, we describe the implementation of a project-based learning experience that uses portable air sensors for the real-time measurement of carbon dioxide, ozone, and particulate matter, providing students with data sets that include thousands of measurements. These projects allow students to design their own research question and then independently carry out relevant air sampling. Data visualization was used as a tool to identify trends and relationships among analytes and was emphasized as a way to effectively present these findings to an audience. We have implemented the projects over two academic years with diverse student populations, from high school summer research students to senior undergraduate and graduate students in an environmental analytical chemistry course. The extent of mentoring, and the students’ competencies in atmosphere chemistry and spreadsheet and graphing software, were not equivalent between these groups, but all were able to execute successful projects. The projects often focused on the indoor environment as concentrations are not well characterized and tend to vary with human activity, which lend themselves to the development of testable research questions. The paucity of data on indoor concentrations means that, in addition to a valuable experiential learning opportunity, students were engaged in a legitimate citizen science exercise as they set about characterizing a diverse set of indoor environments.

Student experiences of project-based learning in an analytical chemistry laboratory course in higher education

Abstract This study describes students’ experiences in project-based learning (PjBL) incorporated as part of a revised undergraduate analytical chemistry laboratory course. We examined which phases were the easiest as well as the most challenging and what student skills developed during the research project. The research data were collected between 2016 and 2018 via two questionnaires. They were analyzed both quantitatively and qualitatively. One questionnaire focused on the whole course (in 2016–2018, n = 127) of which only the answers on the research project questions were analyzed. The other questionnaire focused on only the research project (in 2018, n = 42). Based on the results of our study, students felt that the research project was useful for their future laboratory experiments. Several sets working life skills as well as self-assessment skills were also developed during the project. These included skills related to laboratory work, group working, planning the research, problem solving and data collection. The students named the easiest phases to be the concrete laboratory experiments, making the seminar presentation, drawing up the research plan and reporting the results. As the most challenging phases, they named the design phase of the project, challenges related to experimental works and data collection. For example, students experienced uncertainty when gathering information and the whole project appeared challenging during the design phase. However, when students started to work, they saw that the work progressed smoothly if they had designed it well. When students have an opportunity to create their own research project, they acquire meaningful learning experiences.

Experiential Learning in Project-Based Quality Improvement Education: Questioning Assumptions and Identifying Future Directions.

Project-based experiential learning is a defining element of quality improvement (QI) education despite ongoing challenges and uncertainties. The authors examined stakeholders' perceptions and experiences of QI project-based learning to increase understanding of factors that influence learning and project experiences. The authors used a case study approach to examine QI project-based learning in 3 advanced longitudinal QI programs, 2 at the University of Toronto and 1 at an academic tertiary-care hospital. From March 2016 to June 2017, they undertook 135 hours of education program observation and 58 interviews with learners, program directors, project coaches, and institutional leaders and reviewed relevant documents. They analyzed data using a conventional and directed data analysis approach. The findings provide insight into 5 key factors that influenced participants' project-based learning experiences and outcomes: (1) variable emphasis on learning versus project objectives and resulting benefits, tensions, and consequences; (2) challenges integrating the QI project into the curriculum timeline; (3) project coaching factors (e.g., ability, capacity, role clarity); (4) participants' differing access to resources and ability to direct a QI project given their professional roles; and (5) workplace environment influence on project success. The findings contribute to an empirical basis toward more effective experiential learning in QI by identifying factors to target and optimize. Expanding conceptualizations of project-based learning for QI education beyond learner-initiated, time-bound projects, which are at the core of many QI educational initiatives, may be necessary to improve learning and project outcomes.

The effect of project based learning experience on the improvement of core competencies and learning flow of university students

The effect of project based learning experience on the improvement of core competencies and learning flow of university students

Developing and Validating a Scale of STEM Project-Based Learning Experience

This study developed and validated a scale of STEM project-based learning (PBL) experience, which comprises four dimensions: scientific inquiry, technological application, engineering design, and mathematical processing. The participants were 727 primary higher graders. Both within-network and between-network approaches were adopted to analyze the construct validation of the scale. The within-network analyses revealed good internal consistency reliability. The four-dimensional structure of STEM-PBL experience was supported by the confirmatory factor analysis. Multi-group confirmatory factor analyses showed that the four-dimensional structure was consistent across students of different genders and grades. The between-network analyses generated significant correlations of the four dimensions of STEM-PBL experience with students’ interest in learning STEM, utilitarian motives for learning STEM, and STEM career aspiration. This scale can be used in future research to probe how different components of STEM-PBL are related to the cognitive and affective development of students, which will in turn help teachers to make evidence-based decisions when they design STEM-PBL for different objectives.

A Mixed-Methods Approach to Understanding PBL Experiences in Inclusive STEM High Schools

Background: Inclusive STEM high schools employ a variety of instructional strategies, including PBL (problem and/or project-based learning) experiences, with the goals of building students’ 21st century skills, facilitating long-term academic success, and encouraging pursuit of STEM careers. PBL approaches are central to the goals of inclusive STEM schools; however, at this writing, no description of the implementation of PBL at these schools exists. Material and Methods: The current study draws on classroom observations and teacher interviews to describe PBL implementation across schools and classrooms. We describe specific instructional practices and classroom behaviors that teachers and students engage in during PBL. Results: Results highlight the multifaceted and multidimensional nature of PBL implementation, and that consistencies in practice do exist across inclusive STEM schools. Additionally, quantitative results show increased use of particular strategies in PBL experiences, as compared with non-PBL classes. Conclusions: This paper provides an in-depth look at instructional practices used in PBL approaches at inclusive STEM schools across the country, and findings have implications for how researchers and practitioners understand and use PBL going forward.

Continuous Project-Based Learning in Fluid Mechanics and Hydraulic Engineering Subjects for Different Degrees

Subjects related to fluid mechanics for hydraulic engineers ought to be delivered in interesting and active modes. New methods should be introduced to improve the learning students’ abilities in the different courses of the Bachelor’s and Master’s degree. Related to active learning methods, a continuous project-based learning experience is described in this research. This manuscript shows the developed learning methodology, which was included on different levels at Universitat Politècnica de València. The main research goal is to show the active learning methods used to evaluate both skills competences (e.g., “Design and Project”) and specific competences of the students. The research shows a particular developed innovation teaching project, which was developed by lecturers and professors of the Hydraulic Engineering Department, since 2016. This project proposed coordination in different subjects that were taught in different courses of the Bachelor’s and Master’s degrees, in which 2200 students participated. This coordination improved the acquisition of the learning results, as well as the new teaching methods increased the student’s satisfaction index.

Nitrate Contamination of Bottled Water: Description of a Project-based Learning Experience<br />  

The objective of this work is to describe a project-based learning experience carried out with students of an assistant training course. Students had to design a project to establish nitrate contamination of bottled water, analyse the reasons why people consume bottled water and their perception about its quality. For this purpose, a survey and a sampling plan was planned and executed. The survey was answered by 364 people. A total of 200 samples were obtained from 20-liter containers. Results were discussed and presented in a scientific reunion. Strategies to employ the data obtained and the methodology used in undergraduate courses were proposed.

Preparing Sustainable Engineers: A Project-Based Learning Experience in Logistics with Refugee Camps

This article describes an intrinsic case study of project-based learning (PBL) experience involving an NGO as an external client to promote sustainability competencies. Two research questions are posed: (1) How did this experiential PBL approach impact students learning to develop sustainability competencies by incorporating a responsible engineering perspective? (2) How did college students become engaged with social and sustainable PBL projects when external clients of developing economies were involved? The project-based design involved two subjects in the second year of an Industrial engineering degree. The client was an NGO with an existing project to improve the supply chain logistics of three refugee camps managed by women. Students had to cooperatively develop a sustainable proposal for the NGO with a global mindset. Findings obtained from the analysis of the reflections of students and teachers indicate that this methodology helps students to acquire comprehensively learning outcomes and to develop sustainability competencies. Sustainable and socially responsible engineering were achieved through a methodology that considers the UN Sustainable Development Goals (SDGs) and engages students in real projects. This approach promotes student awareness on the importance of their actions and their personal behavior as engineers, including a gender perspective, while training them to move towards SDG4 and 5.

The hybrid Project-Based Learning–Flipped Classroom: A design project module redesigned to foster learning and engagement

We present the design and implementation of a blended learning environment where fundamental concepts belonging to a flipped classroom paradigm are applied to a project-based learning module. Several in-class and out-class activities are employed pivoting on the objective of improving students’ learning experiences in an engineering project-connected curriculum. The key idea of this pedagogy study is to structure most of the theoretical aspects of the subject matter in pre-recorded video lectures, online media platforms, learning materials and quizzes. For students exposed to the hybrid Project-Based Learning–Flipped Classroom pedagogy, it is mandatory for them to watch the video lectures and partake the online quizzes before coming to class. Accordingly, studio classes are not spent covering theories, instead time is spent on discussions and small-scale engineering demonstrations so that students have better perspectives on the actual application of theories. We compared results from two classes of students – one is subjected to a traditional project-based learning while the other undergoes a hybrid Project-Based Learning–Flipped Classroom. Key findings have indicated a significant increase in fundamental formative knowledge, enhanced problem-solving abilities and production of better performing artefacts with regard to the set of design skills for students undergoing hybrid Project-Based Learning–Flipped Classroom. Survey results further highlighted that Project-Based Learning–Flipped Classroom students were highly positive towards achieving better project outcomes and are able to think critically in developing creative artefacts. As a result, these Project-Based Learning–Flipped Classroom students are more active in their learning process. This study provides a reference platform for educators who are seeking new directions in learning/facilitating strategies that complement existing methods in order to enrich the project-based learning experience of students.

Effect of project-based experiential learning on the health service delivery indicators: a quasi-experiment study

BackgroundKenya’s new constitution passed in 2010 recognizes the right of quality care resulting in the devolution of health service delivery to the sub-national units called counties in 2013. However, the health system performance continues to be poor. The main identified challenge is poor health systems leadership. Evidence shows that addressing health system leadership challenges using different leadership intervention models has the potential to improve health outcomes. The purpose of this study is to report findings on the effect of project-based experiential learning on the health service delivery indicators addressed by 15 health management teams from 13 counties in Kenya, as compared to the non-trained managers.MethodsA quasi-experimental design without a random sample was used to evaluate the effectiveness of the leadership program. The health managers from the 13 Counties and 15 health facilities had previously undergone a 9-month leadership training, complimented with facility-based team coaching based on 15 priority institutional service improvement projects at the Strathmore University Business School. Pre-test and post-test data were collected in three-point periods (beginning, end of the training, and 24-to-60 months post-training). The control group comprised 14 other health institutions within the same counties.ResultsLeadership training and coaching built around priority institutional health service improvement projects in the intervention institutions showed: a) skilled birth attendance increased, on average, by 71%; b) full immunization of children, increased by 52%; c) utilization of in and out-patient services, which on average, increased by 90%; d) out-patient turn-around time reduced on average by 65% and; e) quality and customer satisfaction increased by 38.8% (in all the intervention facilities). These improvements were sustained for 60 months after the leadership training. In contrast, there were minimal improvements in service delivery indicators in the comparison institution over the same period of time. Ninety-three percent of the respondents attributed team-coaching built around priority institutional health service improvement projects as a key enabler to their success.ConclusionsThe study provides support that an intervention underpinned by challenge driven learning and team coaching can improve a range of health service delivery outcome variables.