Project-based Learning Projects Research Articles

Experience of Project-Based Learning: Challenges, Assessment, and Analysis

Though theoretical knowledge is essential, there is a growing belief that when teaching applied sciences, particularly engineering, a great emphasis should be placed on the development of students’ practical skills. Therefore, some courses and curricula need to be revised to enhance the current state of education in this field. This can be achieved through the introduction of project-based learning (PBL). The PBL approach is ideal for teaching engineering disciplines because its framework promotes critical thinking and problem-solving skills, which are essential for a professional engineering career. This paper explains the implementation and comparative analysis of the PBL method in the departments of Electrical Engineering and Biomedical Engineering at King Faisal University. The challenges faced in this implementation include incorporating the PBL approach into the departments’ overall instructional technique, defining the roles of PBL coordinators, and addressing the characteristics of the PBL problems that arise in the courses offered. Furthermore, the implementation of PBL projects is evaluated based on the common courses offered in both departments. It is taken as an example and assessed based on problem-solving, teamwork skills, and the outcomes of accreditation board for engineering and technology. The results of this implementation are reported in this paper. Furthermore, we actively shared our experience managing course projects remotely during the fall semester, which COVID-19 impacted. Recommendations for future work are discussed, emphasizing the importance of having sufficient resources and fostering collaboration with industry and researchers from diverse disciplines.

Exploring Best Practices for New Climate Change Policy and Law Program

Climate change law is seldom taught formally as a program at institutions of higher education. Hence, it is unclear as to how climate change law lessons should be delivered. This paper focuses on the exploration of best practices for new climate change policy and law program. The study engaged in purely qualitative methodology, involving interviews with 10 experts in environmental law and climate change from academia and industry partners, as well as environmental law alumni. The collected data was analysed in ATLAS.ti software version 22 using thematic analysis approach. The study found that among the recommended best practices of teaching delivery methods for the program are service learning (SL), global learning, article contributions to newspapers and project-based learning (PBL). SL involves the implementation of credited projects by the students for the benefit of a targeted community focusing on climate change issues. Meanwhile, global learning involves collaborative events with member institutions within Malaysia or abroad, in which experts, academia and industry practitioners can join and participate for sharing of experiences, skills and knowledge on climate change current issues and challenges. Students can also be encouraged to write their articles to be submitted to newspaper portals, either printed or online sites. Additionally, lecturers can prompt specific PBL projects to the students, in which students are to “carry out” climate change-related projects in this innovative and inspiring learning strategy. The final strategy is to encourage students to implement roleplay in classes, aiming at giving simulation experiences in solving climate change issues. Hopefully, this paper will become a catalyst for future studies on climate change curriculum development, particularly on teaching delivery practices. The findings are highly pertinent to United Nation’s Sustainable Development Goal SDG13 on climate action. In the broader context, the findings of the study will be a great contribution towards the attainment of sustainability efforts on climate action, particularly in capacity building of the people on teaching delivery methods of climate change policy and law.

Training on the Implementation of Project Based Learning (PBL) Based on Literacy at the Elementery School Level

The Kurikulum Merdeka is a curriculum concept launched by the Indonesian Ministry of Education, Culture, Research, and Technology (Kemendikbudristek) in 2021. Using this curriculum, schools can determine the right types and methods of learning for their students, as well as develop curricula that are more relevant to local and global needs. Overall, the PBL (Project Based Learning) method is very much in line with the concept of this curriculum because it provides the freedom, flexibility, and relevance needed in more effective and meaningful learning for students. PBL can also help teachers develop a more dynamic and flexible curriculum, as well as provide opportunities for students to be actively involved in the learning process. Improving literacy and numeracy is one of the main focuses in this curriculum. Literacy and numeracy are considered basic skills that every student must master, as these skills are important in living daily life, learning in the future, as well as participating in an increasingly complex society. It is because this curriculum is relatively new and not all schools can implement PBL, teachers need models of how to practice it. Thus, the researchers provide training on the application of PBL to elementary school teachers in cluster 04 Ciputat. In accordance with the researcher's field of expertise, the training on the application of PBL takes the realm of literacy.

Peningkatan Hasil Belajar Matematika melalui Penerapan Model Pembelajaran PBL (Project Based Learning) pada Siswa Kelas IVA SDN 48 Cakranegara

This research aims to improve Mathematics learning outcomes through the application of the PBL (Project Based Learning) learning model for class IV students at SDN 48 Cakranegara for the 2022/2023 academic year. This type of research is classroom action research (PTK) which is carried out in 2 cycles consisting of planning, action implementation, observation, evaluation and reflection stages. Each cycle consists of one meeting. The results of this research show an increase from cycle to cycle. In cycle I, students' Classical Completeness reached 73% with teacher activity in the very good category and student activity in the quite active category. In cycle II, students' calculus completion reached 88.4% with teacher activity being in the very good category and student activity being in the very active category, this means that Classroom Action Research (PTK) has met the indicators to be achieved. Therefore, based on the research results, it can be concluded that the implementation of the PBL (Project Based Learning) learning model in class IVA students at SDN 48 Cakranegara for the 2022/2023 academic year.

Fostering twenty-first century skills among primary school students through math project-based learning

In today’s modern world, students must be equipped with twenty-first century skills, particularly those related to solving real-life problems, to ensure competitiveness in the current global economy. The present study employed project-based learning (PBL) as an instructional tool for teaching math at the primary level. A convergent mixed-methods approach was adopted to determine whether the PBL approach has improved students’ twenty-first century skills, including collaborative, problem-solving, and critical thinking skills. Thirty-five students of the experimental group were treated with PBL, while 35 students of the control were treated with the traditional teaching method. ANCOVA test for “critical thinking skills” showed a significant difference between the experimental and control group (F = 104.833, p = 0.000 < 0.05). For collaborative skills, results also showed a significant difference between the two groups (F = 32.335, p = 0.000 < 0.05). For problem-solving skills, the mean value of experimental (25.54) and control group (16.94) showed a high difference after the intervention. The t-value (8.284) and the p value (p = 0.000) also showed a highly significant difference. Observations of the classroom also revealed the favorable effects of employing PBL. PBL activities boosted the level of collaboration and problem-solving skills among students. Students could advance their collaboration abilities, including promoting one another’s viewpoints, speaking out when necessary, listening to one another, and participating in thoughtful discussions. During the PBL project, students’ active participation and effective collaboration were observed, significantly contributing to its success.

Use of Design Sprint in PBL Modules– A Longitudinal Case Study Approach

Project Based Learning (PBL) modules have become an inevitable part in SE curriculums. Industry relevance of PBL mechanisms have further strengthened this crucial need. Design Sprint is well known as a PBL approach which enhances transferable skills in students. Design Sprint is also a widely used mechanism in software industry projects. Therefore, Design Sprint could be used to enhance the outcomes of SE undergraduate PBL projects. This study makes use of a longitudinal case study approach to investigate the effectiveness of using Design Sprint approach in a SE undergraduate module which used PBL. The study focusses a group of students (111) and academics (12) in SE degree program in a private higher education institute in Sri Lanka. Qualitative data gathered from the target audience in two distinctive occasions to investigate the effectiveness of Design Sprint in PBL projects. The results showcased that Design Sprint has a positive impact in improving performance criteria such as problem solving, teamwork, analytical skills, communication skills and acquiring new knowledge. The results indicated that majority of the students (more than 80%) had positive opinions about the Design Sprint. The academics further strengthened this finding as they also agree that there was a significant improvement in student performance in PBL projects after introducing Design Sprint mechanism.

Readiness for Autonomy, Motivation, and Language Learning Opportunity in Project-based L2 Writing

Purpose: This study aimed to examine how learners' perceptions on readiness for autonomy can bedifferent prior to and after L2 writing with project-based learning (PBL). In addition, it consideredlearners’ beliefs of motivation and language learning opportunity after project-based L2 writing.&#x0D; Methods: Thirty L2 learners at the beginner level were asked to complete two questionnaires: 1)Readiness for Learner Autonomy Questionnaire (RLAQ) to compare learner perception change in fivefactors. These were Role of teacher (RT), Role of feedback (RF), Learner independence (LI), Learnerconfidence in study ability (LCS), Experience for language learning (ELL); and 2) a debriefing questionnaireto check learner beliefs of motivation and language learning opportunity.&#x0D; Results: The results showed that overall, learners’ readiness for autonomy was significantly changedin the four factors: RT, LI, LCS, and ELL except for RF. Learner beliefs of LI, LCS and ELL weresignificantly higher in the post RLAQ, while those of RT remarkably decreased and there was nosignificant change on RF, rather with a little higher mean score in the post RLAQ. Additionally,learners showed considerably high mean scores of motivation and language learning opportunity afterthe PBL project.&#x0D; Conclusion: Project-based L2 writing could be helpful for learners to be prepared for more autonomouslearning with increased independence, confidence, and to be motivated and learn language more, whilelearners were more likely to receive feedback after PBL. The result appeared to be attributed to PBLthat promotes cooperative guidance or feedback by teacher or peers with which learners who havelimited language knowledge could check and manage the process in a desired and appropriate wayfor their own project. This can add another aspect of the benefits from PBL in L2 writing classroomcontexts. (Dankook University)

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.

Role of perceived self-efficacy in automated project allocation: Measuring university students’ perceptions of justice in interdisciplinary project-based learning

Universities have implemented digital-technology-assisted automated project-allocation solutions to solve perceived injustices raised by students during manual project allocation for project-based learning (PBL). However, perceived injustices still occur. Grounded in social cognitive theory and organizational justice theory, this mixed-method case study explored the proposition that self-efficacy predicts perceived justice. First, we developed and evaluated an integrated scale that assessed self-efficacy and perceived justice by incorporating the educational context into PBL project allocation. Second, we tested three hypotheses regarding the relationship between self-efficacy and the dimensions of perceived justice, using structural equation modelling. Third, we conducted focus group interviews and qualitative analysis to explain the quantitative findings. The questionnaire was administered to two undergraduate cohorts (N1 = 226, N2 = 537) in an interdisciplinary PBL course at an international university. Perceived self-efficacy, procedural justice, distributive justice, and learning equity were the most relevant factors for perceived justice in PBL project allocation. Moreover, students' self-efficacy significantly predicted perceived justice, confirming human agency's critical role in automated project-allocation decision-making. Three themes were extracted to explain underlying mechanisms. This study provides a context-specific justice measurement tool and a conceptual model highlighting the importance of student self-efficacy for perceived justice in sustainable PBL in higher education.

An investigation of teacher experiences in learning the project-based learning approach

Project-based learning (PBL) has a positive impact on student motivation, students’ perceived learning, and performance. However, many teachers are reluctant to adopt PBL. This mixed-methods study examined in-service teachers’ learning experiences of planning and implementing PBL situated in a graduate level PBL course and sought insight into the challenges and ways to overcome the challenges in implementing PBL in practice. Results indicate that teachers’ confidence about their ability to plan and implement a PBL project improved upon completion of the course. Nevertheless, teachers cited various obstacles, such as a lack of mentoring, planning time and implementation experiences, which had prevented them from complete implementation of PBL in teaching. Possible ways to overcome the challenges in adopting PBL include school support, opportunities for experience and practice with PBL, and peer collaboration. The study also showed that a semester-long course focused on designing and developing a PBL project of teachers’ choice was effective in helping increase their confidence and experience in potential implementation of PBL in classroom practice. This study contributes to the implementation of PBL in classrooms and teacher education as well as teacher professional development on the PBL approach.

Evaluation of a new Short-Project Based Learning (PBL) method in an engineering 1st year programme

Teaching approaches in engineering undergraduate programmes develop over time, to accommodate latest industry demands and technological needs, toincorporate new technologies in teaching and learning, or it adapts to become more relevant to climatic changes in cultural and societal shifts ushered by thenext student generation.&#x0D; This study presents a new developed approach towards traditional Project Based Learning (PBL) in an engineering undergraduate 1st year program. PBL (Project Based Learning) also known as Problem Based Learning is a pedagogy which organises learning around projects. The project must involve some development of new understanding or new skills within a space occupied by group of students solving the task and teacher providing feedback. The duration of a PBL project spans traditionally from a few weeks in a semester to a full teaching year.&#x0D; The new approach presented in this study, was to implement a PBL project in an engineering paper which ran its full duration, start to finish in half a day. Shortened PBL projects offer an advantage of maintaining student engagement and cognitive impact throughout the entire project duration. A task often difficult to maintain by students during a normal length project.&#x0D; This study presents the evaluation of a short PBL project delivered in a 1st year undergraduate engineering programme. In the project, students were provided a physical space to tackle sustainable re-design of disaster-aid relief items and were also given access to interactive 3D visualisation technology known as CAVE environment as a design development tool. This study evaluates the effectiveness of short PBL projects as a teaching approach and impact on student engagement.

The Effect of Project-Based Learning on First-Year Undergraduate Students in English for Specific Purposes (ESP) Courses

Project-Based Learning is an approach that is significantly different from the conventional English Language Teaching method. PBL has been advocated as an effective instruction that promotes the simultaneous acquisition of language, content, and 21st-century skills to EFL (English as a foreign language) and ESL context. In this study researcher&amp;rsquo;s attempt is to integrate PBL (Project-Based Learning) approach, which incorporates authentic, learning by doing, problem-solving, critical thinking and team working skills with ESP (English for specific purposes) courses. The study aimed to investigate whether the PBL projects assist EFL learners in acquiring department related literature and information in the English language and the effect of project work on learners&amp;rsquo; ESP course academic achievement. The study was conducted at Tishk International University, formerly known as Ishik University, in Iraq-Kurdistan Region with 2 Engineering (Architectural and Civil engineering) and Business and Management departments&amp;rsquo; students. A mixed-method approach was designed to make the authentic interpretation of gained results. Quantitative and Qualitative instruments were utilized to probe the effect of PBL in the ESP course of undergraduate Iraqi EFL learners. The findings of this study reveal that PBL had a significant positive effect on acquiring department-related vocabulary and information in English as well as learners&amp;rsquo; ESP course academic achievement showed statistically significant increment.

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.

An implementation of project‐based learning in an EFL context: Japanese students’ and teachers’ perceptions regarding team learning

Project‐based learning (PjBL) has demonstrated its ability to improve a range of skills in students. However, some studies have reported that English teachers have difficulty activating interaction among all the participants, teachers and students, in a PjBL practice. No studies have empirically investigated how teachers can collaborate in PjBL and how students can engage in interactive learning activities. Therefore, this research demonstrates a PjBL practice led by the notion of value‐centered team learning. A total of 19 teachers collaboratively implemented a year‐long PjBL project with 73 high school students in Japan. The researcher used quantitative and qualitative questionnaires to collect data from students and teachers. Students’ responses on their skill development and involvement in the project were statistically analyzed, and supplemented by qualitative analysis of their comments. Teachers’ comments were inductively categorized into six categories from the perspective of what they learned in the project. The results show that value‐centered team learning could contribute to success in creating a learning environment in which all the participants could learn much from each other through dynamic interaction. Therefore, this study suggests that English teachers should actively participate in PjBL by applying value‐centered team learning.

From PBL to innovation: a decennial case-study from an HPV student team

Purpose The implementation of project-based learning (PBL) activities in the curricula of engineering students has become a consolidated method to improve their skills. The purpose of this paper is to share the experience acquired by the authors from a decennial case-study on a student team PBL activity focused on design and development of human-powered vehicles (HPVs). A review of the project evolution, boundary constraints and management choices could provide inspiration and suggestions to faculty staff that would like to set-up similar experiences for engineering students in their universities. Design/methodology/approach A student team was funded by the authors in 2008 to gather engineering students interested in design and construction of HPVs. In the past decade, the team has grown from 10 up to 60 students enrolled per year and stimulated to develop a range of HPV designs for sports and mobility. The project management evolved as a consequence to com ply with the growing ambitions of the group and complexity of the goals. Findings A thorough analysis of factors contributing to the success of the project led to identification of the key factors to increase student participation: persistence of the faculty staff is essential, attending competitions and challenges increases students’ recruitment and formal recognition of the activity through credits and the implementation of intermediate assessment steps increase the active participation rate. Bigger teams reduce the negative impact of recruits eventually abandoning the project in an early stage. Ambitious goals keep students motivated for longer periods and enable a virtuous circle by transferring enthusiasm and knowledge to new members. Research limitations/implications The activity is analyzed starting from a subjective experience perspective and some of the findings/conclusions may be not applicable in a different context. However, such review can suggest strategies on the long-term period to create similar conditions elsewhere. Social implications In the last part of the paper, it is pointed out how PBL projects can provide a fertile ground for innovation and lead to patents and development of new products aiming at the market. Originality/value This study contributes to provide an insight view of how a student team PBL activity can grow over a decade if guided by faculty staff.

Wicked problems and project-based learning: Value-in-use approach

GoalThis paper contributes to the knowledge about the project-based learning (PBL) aimed at solving “wicked” problems, performed in a collaborative education-enterprise learning environment. ResultsWe have identified one pattern in the analysed data: the more the teaching process is focused (by content, time and participants) on the task to be solved, the greater the effects. MethodThe critical incident technique (CIT) has been used to generate data. Unit of analysis is the real process of interactions between students, faculty members, business-partners and project organizers during the work in progress on business originated project challenges. Managerial implicationsWe suggest changes in PBL project structure aimed at solving wicked problems: introducing more diverse and smaller projects instead of one big project challenge, teaching students how to manage information complexity and dynamic project requirements, allowing students to participate in the selection and organization of students’ teams. LimitationsThe research is focused on: (1) students' point of view and (2) learning of problem formulation in the design thinking process. Originality/valueThe contribution is the identified pattern: the more the teaching process is focused (by content, time and participants) on the task to be solved, the greater the effects.

Pengembangan Perangkat Pembelajaran Sistem Operasi Berbasis Project Based Learning Untuk Sekolah Menengah Kejuruan

Curriculum 2013 is a student-centered learning, where one of them is learning project based learning that is suitable for scientific study. SMK, it is not yet available any project-based learning tool. Therefore, this study aims to produce project-based learning project which is feasible and can be used to support the implementation of the curriculum 2013 on the subjects of Operating Systems Multimedia at Class X in SMK This study uses a 4D model (define, design, develop, and disseminate), where the theoretical feasibility obtained through validation by experts. The data were analyzed in descriptive quantitative. Results of the assessment showed that the learning tools is feasible and can be used in learning at SMK. The theoretical feasibility of the learning tools is described as follows : (1) the syllabus of 88.25% (2) 87.5% RPP (3) Books 83.5% (4) LKS 86.75% (5) 87.5% Products LP (6) LP psychomotor 86.25% (7) items 86% (8) 89.25% student response, learning feasibility of 81.36%, as well as the achievement of competence indicator of good attitude reached 100%, while the competence indicator of knowledgemastery and skills of each student reached 100%, while the response of students reached 86.87%

Maker-Centered Project-Based Learning in Inclusive Classes: Supporting Students\u2019 Active Participation with Teacher-Directed Reflective Discussions

Supporting students’ active participation in maker-centered project-based learning (PBL) can be challenging in inclusive classes. The aim of this study was to support students’ active participation in cooperative team via teacher-directed reflective discussions during an inclusive, maker-centered PBL unit. The study was conducted during the students’ final year of primary school. In the context of 44 students’ inclusive class, the study focused on a team of 11 students (4 girls, 7 boys; aged 12 – 13 years) who worked in pairs and had their own differentiated responsibility areas (e.g. interior designers had interior design and lighting responsibilities) in the construction of a scale-model house. Because students in PBL need support in their learning, reflective discussions were organized after each lesson to ensure students’ participation. Reflective discussions were video recorded, transcribed, and analyzed using a content and co-occurrence network analysis. The analysis revealed that teacher-directed reflective discussions first focused on supporting the cooperation of all students and then ensured the continuity of the process with most of the pairs. Some pairs, consisting of students with learning difficulties, needed intensified support until they could actively participate. The results indicate that teacher-directed reflective discussions improve students’ cooperation skills and promote participation. A carefully prepared group composition enables the teacher to give intensified support to those students who need it most. In light of the results, we recommend that teachers focus on group composition when preparing inclusive, maker-centered PBL projects and use reflective discussions during said projects to promote inclusion and support students’ active participation.

Sequência didática para o ensino de função afim utilizando aprendizagem baseada em projetos

O objetivo deste trabalho é propor uma sequência didática para o ensino de função afim por meio do uso de uma metodologia ativa de ensino denominada aprendizagem baseada em projetos concomitantemente ao ensino expositivo tradicional de matemática. Participaram das atividades relacionadas a sequência didática 105 alunos da primeira série do ensino médio divididos em três turmas nos anos letivos de 2016 e 2017. Adotou-se uma pesquisa com enfoque qualitativo onde se observou o aumento da motivação para aprender dos alunos e a percepção da relação da Matemática com seu cotidiano. A sequência didática permite o desenvolvimento das competências e habilidades do século XXI além de ser possível de ser reproduzida por outros professores de Matemática.

Gendered Risks of Team-Based Learning: A Model of Inequitable Task Allocation in Project-Based Learning

Contribution: A conceptual model for task allocation among student teams in project-based learning (PBL) is proposed in this paper, along with a discussion on ways gender can affect teams’ apportioning of roles in inequitable ways in STEM PBL. Background: Studies find that men and women report taking on different roles in PBL projects, and that there is a relationship between team gender breakdown and students’ satisfaction with PBL teams, with teams less happy with the inclusion of more women. Both male and female students on teams with two or more women report lower team satisfaction than men on teams of just men, or men and women on teams with a single woman Research Questions: How do students self-select, negotiate, and allocate tasks on PBL teams? How does past PBL experience influence task allocation? How does gender affect task allocation? Methodology: First-year students (N = 60) completed reflections about task assignment during a semester-long PBL experience. Findings: Individual student characteristics that are related to gender—including interests, skills, experiences, and self-efficacy—interact with students’ goal orientations to lead to individual preferences regarding tasks. Ultimate task allocations are distributed in a non-gender-neutral way following individual preferences.