Project-based Learning Teaching Research Articles

Development of a New Media Marketing and Planning Course Based on Project-Based Learning combined with Outcome-Based Education Concept to enhance Problem-Solving Ability in Advertising at Xi'an University

Background and aim: At present, the phenomenon of insufficient problem-solving ability of college students in China is more prominent. The project-based learning（PBL) combined with the outcome-based education (OBE) concept provides new ideas and methods for addressing the problem of insufficient problem-solving ability among college students. The PBL combined with OBE teaching offers effective ways and means to enhance problem-solving ability. Outcome-based education concept (OBE) emphasizes student learning outcomes and focuses on the ability and qualities students acquire during the learning process. While project-based learning (PBL) enables students to participate in solving actual projects, clarifying their learning goals and outcomes, and enhancing their learning motivation and enthusiasm. This teaching model emphasizes practical ability. It focuses on cultivating students' practical ability by having them apply learned knowledge and ability in actual projects, thus improving their problem-solving and practical operation ability, which aligns with the requirements for practical ability in the advertising field. It promotes cooperation and innovation. PBL usually requires students to complete projects in groups, helping to cultivate their cooperation ability and team spirit. At the same time, during the project implementation process, students need to continuously propose innovative solutions, which also helps cultivate their innovation consciousness and innovation ability. This study aims to develop and evaluate the effectiveness of a new media marketing and planning course based on PBL combined with OBE teaching to enhance problem-solving ability in advertising students. Materials and approaches: The study employed a three-phase research design involving phase 1 was studying the background information through reviewing documents and interviewing experts and students, phase 2 was constructing and verifying the developed course by 5 experts, and phase 3 was implementing the course with the sample of 40 junior Advertising students at Xi'an University which were derived by cluster random sampling. The research instruments used to collect data in this phase were as follows:1) scoring rubric of students' problem-solving ability with reliability of 0.84. 2) questionnaire for students' satisfaction with the reliability of 0.75. Data collection was relevant to test papers and scales, and data were analyzed by using statistics including; means, standard deviations, t-test for dependent samples, and one sample t-test. Results: After implementation of a new media marketing and planning course based on project-based learning combined with outcome-based education concept, it revealed that 1) posttest scores of students' problem-solving ability is greater than pretest at.01 levels of statistical significance (t39= 16.01, p = 0.001). 2) students' satisfaction after implementing the course was statistically greater than the criterion of 70% at a.01 level of statistical significance (t39 =19.51, p = 0.001). Conclusion: The PBL combined with OBE teaching provides effective ways and methods for improving college students' problem-solving abilities. By clarifying learning outcomes, emphasizing practical ability, and promoting cooperation and innovation, the PBL teaching methods model can better meet the requirements for problem-solving ability in modern education and the advertising field.

Implementing Project-Based Learning Using Artificial Intelligence

Project-based learning in the education system is gaining more and more momentum, as it is promising and contributes to the formation of all the necessary life skills for of students of professional preliminary higher education. It allows the development of their critical thinking and creative abilities. The application of artificial intelligence in education is an actual area of research that contributes to increasing the effectiveness of the educational process. Implementation of project-based learning using artificial intelligence (AI) is becoming increasingly urgent in education. This approach makes it possible to significantly increase the motivation of students, stimulate their independence and creativity, and prepare them to solve real problems in the modern world, where AI plays an increasingly important role. The purpose of the study is to highlight the possibilities and prospects of using artificial intelligence to implement project-based training of students of professional preliminary higher education. The research is conducted using mixed methods, including quantitative and qualitative approaches. Data are analyzed using statistical methods and interviews are conducted with participants in the educational process. During the research and presentation of the material, theoretical methods of scientific knowledge were used: analysis and synthesis, induction and deduction, systematization, and generalization. The author hypothesizes that the use of AI in project-based learning helps to increase the motivation of students, strengthens their independence, improves the skills of working with information and critical thinking, and also stimulates teamwork. It has been established that using artificial intelligence significantly increases the effectiveness of project-based learning. Its main advantages for teachers are described, including the automation of routine tasks. Positive results for students in the form of improved learning outcomes are summarized. Recommendations for the implementation of artificial intelligence services in the educational process, in particular, in project activities, are offered. The main areas for further research are systematized. The results of the study can be used for further development of the theory of project-based learning and artificial intelligence in education. The recommendations developed by the authors regarding the implementation of artificial intelligence in project-based learning. These recommendations can be used by teachers and lecturers to optimize the educational process, increase its effectiveness, and form the competencies necessary for a successful life in modern society for students. Further research can be aimed at developing new methods and tools for using AI in project-based learning, studying its impact on various aspects of students' educational activities, as well as studying the ethical aspects of using AI in education.

The Effects of Project-Based Learning on Student Behavior and Teacher Burnout in an Emotional/Behavioral Support Classroom

Teaching is one of the most stressful occupations in the United States. This is especially true for teachers who are responsible for meeting the complex needs of students with disabilities, particularly those with emotional and behavioral disorders (EBD). In fact, EBD teachers have a higher risk of experiencing burnout than their special education and general education colleagues. This burnout leads EBD teachers to leave the specialization of EBD, leave the field of special education, or leave the teaching profession as a whole. One way to mitigate this exodus of EBD teachers is to provide a broader pedagogical opportunity. Project-based learning (PBL) is a pedagogical methodology that is not often used by EBD teachers. The current study examines the use of PBL teaching to support students behaviorally and its impact on EBD teacher stress and job satisfaction. PBL was shown to improve student classroom and personal behaviors as well as increase job satisfaction for EBD teachers.

Active civic education using project-based learning and attitudes towards civic engagement

The paper investigates the effect of active civic education using project-based learning (PBL) on attitudes towards civic engagement in a heterogeneous society. The study used a qualitative research approach involving a content analysis of responses to open-ended questionnaires, students' reports and weekly discussions with the students. The study examines whether the PBL teaching approach, which was developed in medical schools, can be an effective tool for use in civic studies to promote civic engagement of college students in a multi-ethnic society. Active civic education matters; it prompted non-Jewish minority students in Israeli society to consider future civic engagement, and improved their understanding of the concepts of accountability, transparency, civil and human rights, and the ability of individuals in a democracy to obtain answers from their government. It also underscored their ability and obligation to contribute to their communities.

In the Service of Student Engagement: Project-Based Learning Classrooms and Teacher Practices

Project-Based Learning (PjBL) curricula offer unique opportunities for student engagement, yet they do not guarantee an engaging classroom. Furthermore, there has been little scholarly work on PjBL pedagogy that supports student engagement. This qualitative research study explores enactment of a PjBL Advanced Placement Physics 1 curriculum and the ways that teachers’ pedagogical moves afford or constrain student engagement. We use figured worlds to examine and compare the teaching practices of four teachers. From these findings, we developed a framework of pedagogical practices to support student engagement.

Student-Centered Computing: Teacher Experiences in a New Introductory Computer Science Curriculum

Objectives. The goal of this paper is to introduce and describe a new introductory computer science course. Research results from the implementation of this curriculum will be presented to demonstrate the nature of teachers’ experiences with the curriculum. Participants. Participants are teachers implementing the new curriculum at two schools in the metro Atlanta area. Study Method. This paper is partly descriptive, presenting the theory underlying the newly developed curriculum as well as its various features. An organizing framework, the Teacher Accessibility, Equity, and Content (TEC) rubric from Weintrop et al. (2019) [ 1 ], is used to structure the curriculum description. Teacher perceptions were gathered via both structured interviews and short online enactment surveys. These perceptions are summarized and presented thematically, corresponding to the features of the curriculum. Findings. A newly developed introductory computer science (CS) curriculum, Student-Centered Computing (SCC), utilizes project-based learning (PBL) and culturally authentic practices (CAPs) to help promote a sense of belonging and intent to persist within computer science among all students. Teachers successfully implemented the curriculum and generally found it to be beneficial for their students, though they struggled with some of the pedagogical demands of project-based learning as well as some of the most advanced technical content associated with the music coding and app development platforms. Conclusions. This paper provides a detailed overview of a year-long introductory computer science curriculum focused on the creation of culturally relevant digital artifacts. The curriculum represents a strong effort to make CS content relevant and appealing to the full range of students by relating it to their lives and experiences. Teacher surveys and interviews revealed that both teachers and students had positive views of the course. However, teaching using inclusive PBL pedagogy and culturally authentic practices takes skill and practice by teachers, supporting the need for CS teachers to have good pedagogical training as well as a strong knowledge of computer science to create a classroom environment that promotes success for all students.

The Impact of Project-Based Learning on High School Education—Based on Systematic Literature Review

Project-based learning (PBL) is a student-centered pedagogical approach that empowers students to actively engage in learning by integrating theoretical knowledge with practical application. It encourages students to synthesize their skills and knowledge to develop practical solutions for real-world problems. Currently, some scholars have begun to explore the impact of the implementation of PBL on high school education. Consequently, a substantial body of literature on PBL in high school education has emerged. A systematic literature review can systematically analyze the research status of the implementation of PBL in high schools, and comprehensively explore the core influencing factors and implementation effects of PBL. In this study, a systematic literature analysis method was employed to compile a total of 47 empirical journals published between 2019 and 2023, focused on the application of PBL in high school education. The analysis served to provide an overview of the research landscape surrounding PBL in high school education. This overview encompassed various aspects, including the number of article publications, sources of journals, research methodologies, academic disciplines, and key factors influencing the of PBL in high school education.
 The results showed that the number of publications had been decreasing over the past five years. The analyzed journals predominantly focused on practical subjects like geography, science, chemistry, and physics, with the majority of studies originating from China. Research primarily employed mixed methodologies with sample sizes typically under 100 samples. The predominant research theme centered on STEM subjects. Key factors influencing successful PBL implementation included a relaxed and enjoyable learning environment, a collaborative learning approach, and engaging students through intriguing driving questions. Effectiveness in high school PBL was notably influenced by both students and teachers. In conclusion, this review offered recommendations for PBL in high schools, encompassing various grade levels, preferred databases, optimal search periods, and language considerations. It served as a valuable resource for future research and the development of PBL teaching models in high schools.

The Correlation Between PBL (Project-Based Learning) and Learning Motivation in ELT Classes

In recent times, learners are required to have the skill of the 21st century, such as collaboration, critical thinking, communication, and technology used as the impact of a more digitized and globalized era. One of the teaching methods which equipped student’s skill needs is PBL (Project-Based Learning). PBL is also named the effective method to apply because students are asked to create their learning content as the implementation of student-centered learning. This teaching method is widely used at any educational level and could enhance students’ motivation. Thus, to determine the correlation between the PBL teaching method and students’ learning motivation, the researcher conducted a study of 67 students in 11th grade at SMA Panjura Malang that opts for a correlation method with a quantitative approach. The questionnaire was adopted and analyzed, it showed that there is a correlation between the PBL learning method and students’ learning motivation in ELT classes. The result was a medium positive relation which means that PBL could be an alternative recommended method to apply in ELT classes.

Bibliometric study: Project-based learning in education on learning outcomes Scopus publication 2021-2023

Abstrak: Project-based learning merupakan suatu bentuk kegiatan yang berfokus kepada siswa sebagai pemelajar aktif. Penelitian ini bertujuan untuk membahas project-based learning dalam dunia pendidikan dengan mengambil data dari Scopus dan mengolah metadata menggunakan aplikasi bibliometric selama rentang 3 tahun terakhir, yakni 2021-2023. Pengumpulan data pada penelitian ini dengan 4 langkah, yaitu: 1) sumber data didapat dari jurnal yang berindeks Scopus; 2) metadata jurnal yang didapatkan kemudian diunduh dalam format CSV; 3) memeriksa hasil artikel dan mengambil sesuai dengan pertanyaan penelitian; 4) mengolah data yang didapatkan menggunakan aplikasi bibliometric. Hasil penemuan terhadap artikel sebelumnya diketahui bahwa publikasi artikel tentang project-based learning merupakan pembelajaran yang banyak mendapat perhatian dan minat di bidang pendidikan, mulai tingkat pendidikan dasar hingga pendidikan tinggi, khususnya pada rentang tahun 2021-2023. Penelitian ini berguna untuk memahami status penelitian terbaru saat ini, khususnya di bidang pendidikan anak usia dini agar bisa menetukan arah penelitian yang dilakukan ke depannya. Abstract: Project-based learning is a form of activity that focuses on students as active learners. This study aimed to discuss project-based learning in the world of education by taking data from Scopus and processing metadata using a bibliometric application for the last three years, namely from 2021-2023. The four steps to collect data of the study are: 1) data sources were obtained from Scopus-indexed journals; 2) the obtained journal metadata was then downloaded in CSV format; 3) the researchers examined the results of the articles and took them according to the research questions; 4) the researchers processed the data using the bibliometric application. The results of the findings on previous articles show that the publication of articles on project-based learning is learning that has received considerable attention and interest in education, both at the higher education level and at the initial foundation education, particularly in 2021-2023. This research is beneficial for understanding the status of the latest research, especially in early childhood education, to determine the direction of future research.

A Project-Based Learning (PBL) Event in a Chinese Rural School: How Can PBL Help Teachers and Students Accomplish Deep Learning?

This study explores the potential of deep learning through project-based learning (PBL) and examines how it can facilitate the achievement of deep learning for both teachers and students. Fullan and Langworthy’s (2018) core principles of 21st-century skills, such as creativity, critical thinking, problem-solving, communication, cooperation, and character education, are closely related to deep learning, which has been demonstrated to lead to better learning outcomes. PBL is an innovative teaching approach that has been recognized as an effective pedagogical strategy for enhancing student learning. The study will draw on constructivism and Bloom’s taxonomy to examine the three stages of deep learning in PBL classes and assess how well the author’s personal PBL teaching experience promoted deep learning for their students. The study will present a literature review of PBL and deep learning, followed by a description of the PBL session, its three stages, and the shortcomings of the learning process that occurred. Finally, the study will conclude with the author’s reflections on their teaching session.

Integrating Project Based Learning (PBL) in Education 4.0 to Produce Higher Order Thingking Skills (HOTS) For Students in English Classes

The key to successful learning lies in methods designed in learning that involve students learning knowledge and skills through project-based learning with structured processes, complex questions and authentic assignments carefully designed through the use of technology. Thus, the learning method is very appropriate with the integration of PBL in education 4.0. This study aims to produce HOTS students in learning English. Research data were collected using questionnaire, interview and observation instruments. The results showed that, (1) there was a significant effect of integrating PBL in education 4.0 on HOTS, (2) there was an effect of HOTS on English learning, and (3) integrating PBL in education 4.0 together influenced HOTS in English class.

Do project-based learning, hands-on activities, and flipped teaching enhance student's learning of introductory theoretical computing classes?

The need for computer science (CS) education, especially computer network education, is increasing. However, the challenges of teaching students with diverse backgrounds and engaging them in hands-on activities to apply theories into practices exist in CS education. The study addressed the challenges by using project-based learning (PBL) and flipped teaching approaches to cover both theoretical and hands-on learning aspects in CS education. This study aims to demonstrate the design and development journey of a CS course and examine whether using PBL, hands-on activities, and flipped teaching approaches improves students’ learning. The design-based research study was conducted in an undergraduate CS course from 2014 to 2020 at a midwestern university. The design and development trajectory in the six years were described. The descriptive statistics were used to analyze the trends of the course evaluation results, and ANOVA were conducted to examine whether the evaluation differs from each semester. The results indicated that using PBL, hands-on activities, and flipped teaching increased students’ learning motivation and their perceptions of their learning. Combining PBL and flipped teaching appropriately can enhance students’ learning motivation and perceived learning in CS education, but further research is needed to examine how each individual intervention influence students’ learning motivation and learning outcomes.

Enhancing business professional competencies in a virtual educational environment

This paper provides an example of the successful incorporation of a virtual project-based learning (PBL) assignment as a significant component of two business courses during the COVID-19 pandemic. In these courses, undergraduate accounting and global business students worked with local nonprofits to solve real-world business problems in a virtual environment. This collaboration afforded students the opportunity to practice professional competency skills while growing in their understanding of business and of nonprofits. This paper discusses the challenges and successes that occurred during the implementation of the virtual project, encourages the use of PBL and other innovative teaching projects when teaching online, and facilitates faculty design and implementation of virtual learning programs.

Teacher Professional Development and Practice of Project-Based Learning in Taiwan: The Moderating Effect of Self-Efficacy

ABSTRACT Throughout the world, educational leaders are pushing for a movement away from teacher-directed learning to engaging students in student-driven learning. Project-based learning (PBL) has been adopted as an instructional approach that promotes student inquiry and cognitive growth. At the national level, Taiwan has launched a curriculum reform to encourage PBL-type learning opportunities for students. This study draws on the Teaching and Learning International Survey (TALIS) of 3,835 lower secondary teachers to investigate the degree to which Taiwan teachers engage in PBL. We identify influential factors for PBL using “the form” rather than “the content” of professional development and consider self-efficacy as a moderator to examine if the effect of professional development on PBL varies in teachers with different self-confidence in professional competence. The result indicates that teachers do not engage in PBL teaching strategies regularly. However, certain types of professional development do predict PBL practices, and self-efficacy is a significant moderator of this relationship. Professional development should attend to the advancement of teacher self-efficacy, primarily focusing on fostering capabilities of managing classrooms so the impact on teacher pedagogical practice can be greater. Additionally, school leaders should provide experiential learning and create enabling environments to sustain teachers’ drive for innovative teaching strategies.

The Construction of a Combined OBE-based Teaching Model

This paper proposes a teaching model based on the concept of outcome-based education (OBE). OBE is meant to be a student-centered learning model. Based on OBE, the characteristics of project-based learning (PBL) and lecture-based teaching approach are analyzed. Then, a combined teaching model is constructed based on Acharya’s research findings and PBL. This proposed model integrates PBL and lecture-based teaching approach to help achieve ideal learning outcomes. It enhances learners’ learning initiative and creativity while ensuring holistic and systematic learning outcomes.

TECHNOLOGY ENHANCED PROJECT-BASED COOPERATIVE LEARNING: APPLICATION AND USE IN INDIAN HIGHER EDUCATION

The project-based learning pedagogy is a new era in the Indian educational system that encourages participatory teaching and deeper learning in the classroom. The gap between theoretical and experimental parts of a topic can be somewhat bridged by project-based learning, which also helps students gain a better knowledge of the material. To develop a better skilled workforce, knowledgeable managers, and qualified individuals to deal with real-world applications would be highly exciting and beneficial for the Indian educational system and Indian government purpose. Additionally, it will inspire our students to collaborate on a variety of themes where each person has a unique area of expertise. It will enable them to achieve some worthwhile outcomes in a timely manner. In the present article, a thoughtful analysis will be carried out to understand the PBL and Indian conventional teaching.

Machine Vision Algorithm Training Course Construction with PBL

Interdisciplinary integration of theory and practice is imperative as a course requirement in emerging engineering education, and in the public elective course "Machine Vision Algorithm Training". Considering the entire teaching process, including pre-training, in-training, and post-training, this paper discusses the course construction and content in detail in terms of project-based learning (PBL). The PBL teaching approach and evaluation methods are described in detail through a comprehensive face recognition training case based on a convolutional neural network (CNN) and Raspberry Pi. Through project design training from shallower to deeper, interdisciplinary integration of theory and practice is cultivated, stimulating interest in course study. The results demonstrate that PBL teaching improves the engineering application and innovative abilities of students.

Families’ engagement in making activities related to aerospace engineering: designing for parents as learning partners in pop-up makerspaces

PurposeThe researchers conducted a collective case study to investigate how families engaged in making activities related to aerospace engineering in six pop-up makerspace programs held in libraries and one museum. The purpose of this paper is to support families’ engagement in design tasks and engineering thinking, three types of discussion prompts were used during each workshop. The orienting design conjecture was that discussion prompts would allow parents to lead productive conversations to support engineering-making activities.Design/methodology/approachWithin a collective case study approach, 20 consented families (22 adults, 25 children) engaged in making practices related to making a lunar rover with a scientific instrument panel. Data included cases of families’ talk and actions, as documented through video (22 h) and photographs of their engineering designs. An interpretivist, qualitative video-based analysis was conducted by creating individual narrative accounts of each family (including transcript excerpts and images).FindingsParents used the question prompts in ways that were integral to supporting youths’ participation in the engineering activities. Children often did not answer the astronomer’s questions directly; instead, the parents revoiced the prompts before the children’s engagement. Family prompts supported reflecting upon prior experiences, defining the design problem and maintaining the activity flow.Originality/valueDesigning discussion prompts, within a broader project-based learning pedagogy, supports family engagement in engineering design practices in out-of-school pop-up makerspace settings. The work suggests that parents play a crucial role in engineering workshops for youths aged 5 to 10 years old by revoicing prompts to keep families’ design work and sensemaking talk (connecting prior and new ideas) flowing throughout a makerspace workshop.

Analysis on the Influence of PBL Teaching Method on Knowledge Awareness Rate in Teaching of Elderly Lung Cancer Nursing

Objective: To study the effect of Project-Based Learning (PBL) teaching method in lung cancer nursing teaching and its influence on knowledge awareness rates. Methods: The research subjects were 50 nursing interns who entered the same hospital for internship in 2020. The numerical ranking method was used for blind-selection and grouping, where 25 nursing interns were divided into the control group and the internship group each. Among them, the nursing interns in the control group adopted routine nursing teaching management, and the nursing interns in the training group used PBL teaching method for teaching management. The teaching satisfaction rate, teaching quality and knowledge awareness rate of the two groups were compared. Results: Nursing interns in the practice group were better than the control group in their nursing knowledge awareness rate and teaching satisfaction rate after adopting the PBL teaching method, and p<0.05. Conclusion: Through the implementation of PBL teaching method in the clinical nursing teaching of elderly lung cancer in conjunction with cancer nursing related problems, on-site answering is carried out in the way of nursing internship, so that the knowledge of nursing students in the practicing stage will be more in-depth, and the effects and quality of the nursing internship have been steadily improved, which has certain value of promotion in teaching.

Teaching Embedded Systems and Internet-of-Things Supported by Multipurpose Multiobjective Remote Laboratories

The Internet-of-Things (IoT) is a collection of technologies to bring the Internet to physically embedded devices and to embed them deeply into human activities to aid in a variety of activities. IoT gained traction with developers and consumers in recent years, driven by low-cost open-source hardware that enables easy prototyping and testing. IoT must be a part of the educational curriculum in higher education and follow a project-based learning pedagogy. This article describes a teaching framework for embedded systems and IoT, supported by a remote laboratory (RL) to allow students to work on project-based learning. RLs are online environments that let remote users access physical hardware. The hardware is designed as multipurpose multiobjective (MPMO), that is, the hardware components can be reconfigured to suit many different and unrelated learning objectives. RL for IoT benefits from certain advantages. First, IoT activities relating to communication often involve devices set apart geographically; running them as part of a single activity in a Web platform is the most efficient way. Second, some IoT activities require an enormous amount of time before conclusions can be made, and such activities are best carried out through an online environment. Using RL to teach students about embedded systems and IoT allows them to access equipment and IoT scenarios beyond their personal space. It is shown that students have been able to undertake the activities using RL successfully.