Project-Based Learning Setting Research Articles

Engineering Students’ Perception of Learner Agency Development in an Intercultural PBL (Problem- and Project-Based) Team Setting

<italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Contribution:</i> This study explores the elements engineering students perceive as important for developing their learner agency in the context of intercultural project-based learning (PBL) teams. <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Background:</i> The concept of learner agency has recently gained prominence due to its relevance for student-centeredness, autonomy, self-regulation, and collaboration. Certain pedagogical approaches are known to specifically support the development of learner agency, including PBL, in which learners are provided with active, self-directed, and collaborative learning tasks. PBL practice is also increasingly diverse, emphasizing intercultural collaboration in teams. However, learner agency has received little research attention in PBL settings, and even less in intercultural PBL. This study contributes to the existing literature on the development of learner agency in intercultural PBL teams. <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Research Question:</i> What elements do engineering students consider important for supporting their learner agency development in an intercultural PBL team context? <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Methodology:</i> Theoretically, learner agency is framed within three interrelated dimensions, namely, intrapersonal, behavioral, and environmental. Based on this framework, a survey instrument with 31 items was constructed and responses were obtained from 310 engineering students. The survey used expert review, student piloting, exploratory factor analysis (EFA), and Cronbach’s alpha to test content validity, construct validity, and reliability. The descriptive and demographic statistics were examined through <inline-formula xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"> <tex-math notation="LaTeX">$t$</tex-math> </inline-formula> -test and the analysis of variance test. <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Findings:</i> Five factors emerged from EFA: 1) interest and motivation; 2) self-efficacy; 3) self-regulated behaviors in teams; 4) team dynamics; and 5) external support. The statistical analysis shows that the interest and motivation factor was perceived by the engineering students as the most important. Furthermore, several demographic variables, including gender, nationality, year of study, and type of PBL learner based on their level of experience with PBL, were found to impact engineering students’ agency development.

Relationships between metacognition, creativity, and critical thinking in self-reported teaching performances in project-based learning settings

The integration of 21st-century skills (e.g., critical thinking, communication, collaboration, and metacognition) in teaching is essential for the quality of education and to prepare students for the challenges of 21st-century skills. One teaching method that can improve these skills among students is project-based learning (PBL). However, teachers themselves should be proficient in these skills to achieve this goal. The present study focuses on three skills: metacognition, creativity, and critical thinking, which are considered cognition-related 21st-century skills; integrating them in PBL settings may improve teaching and learning performances. This study aims to examine whether and in what way there are relationships between components of metacognition, creativity, and critical thinking in self-reported teaching performance (SRTP) in PBL settings. To examine the research questions, we analyzed 29 journals in which teachers described a project they had planned, which was carried out by students using a mixed-method design model. All participants were home-room teachers who teach various subjects. Their years of experience ranged from one to thirty-two years. We used an SRTP index we developed for this study. The index measures meta-cognition, creativity, and critical thinking of teaching in PBL settings. The results show significant associations between metacognition, creativity, and critical thinking and revealed that these correlations are reflected the most in projects engaging in environmental issues. These results emphasize the importance of metacognition, creativity, and critical thinking combinations in PBL settings and underpin the connection between 21st-century skills and environmental education.

Connecting beliefs, mindsets, anxiety and self-efficacy in computer science learning: an instrument for capturing secondary school students’ self-beliefs

ABSTRACT Background and Context Few instruments exist to measure students’ CS engagement and learning especially in areas where coding happens with creative, project-based learning and in regard to students’ self-beliefs about computing. Objective We introduce the CS Interests and Beliefs Inventory (CSIBI), an instrument designed for novice secondary students learning by designing projects (particularly with physical computing). The inventory contains subscales on beliefs on problem solving competency, fascination in design, value of CS, creative expression, and beliefs about context-specific CS abilities alongside programming mindsets and outcomes. We explain the creation of the instrument and attend to the role of mindsets as mediators of self-beliefs and how CSIBI may be adapted to other K-12 project-based learning settings. Method We administered the instrument to 303 novice CS secondary students who largely came from historically marginalized backgrounds (gender, ethnicity, and socioeconomic status). We assessed the nine-factor structure for the 32-item instrument using confirmatory factor analysis and tested the hypothesized model of mindsets as mediators with structural equation modeling. Findings We confirmed the nine-factor structure of CSIBI and found significant positive correlations across factors. The structural model results showed that problem solving competency beliefs and CS creative expression promoted programming growth mindset, which subsequently fostered students’ programming self-concept. Implications We validated an instrument to measure secondary students’ self-beliefs in CS that fills several gaps in K-12 CS measurement tools by focusing on contexts of learning by designing. CSIBI can be easily adapted to other learning by designing computing education contexts.

Making Virtual Project-based Learning Work During the Covid-19 Pandemic

Project-based learning is an increasingly popular pedagogical approach in university education shown to be effective in fostering problem-solving, analytical, design thinking and teamwork skills. The COVID-19 pandemic has led to universities pivoting from project-based learning (PBL) in the classroom to a virtual learning environment. By examining local student consulting courses conducted virtually in a Singapore University (UNIS) during the COVID-19 pandemic, this study aims to address the knowledge gap in the PBL literature by identifying the roles played by digital literacy - in utilising the digital tools that support virtual learning, in a virtual learning environment. The study also serves to highlight students’ major takeaways in virtual PBL setting.

Examining engineering students' perceptions of learner agency enactment in problem‐ and project‐based learning using Q methodology

AbstractBackgroundFew studies have reported how students enact learner agency in a team setting or examined what elements of team settings students perceive as more supportive of their learning in problem‐ and project‐based learning (PBL) processes.PurposeThis study explores how engineering students perceive their enactment of learner agency, particularly which aspects of the PBL process they find most important.MethodThirty‐nine students from two PBL civil engineering courses in Qatar participated in the study. Q methodology was chosen for both qualitative and quantitative data collection and analysis. A 40‐item Q set based on a theoretical model of learner agency was used.ResultsEight significantly different student viewpoints emerged from the Q methodological factor analysis, indicating a range of individual perceptions of learner agency. Intrapersonal dimensions were highlighted by three of the eight viewpoints, behavioral dimensions were underlined by seven viewpoints, and environmental dimensions were valued by all viewpoints.ConclusionWhile the results reveal a wide range of individual experiences with learner agency across the three dimensions, students addressed self‐directed learning aspects both actively and passively, suggesting that many participants still value instructors' roles of providing direct instruction and authorized knowledge in PBL. The results highlight the need for more awareness of learner agency and more opportunities for students to enact learner agency by increasing PBL knowledge, skills, and efficacy. Q methodology can contribute to engineering education research by providing new theoretical and empirical insights into learners' subjective understanding of agency in a PBL setting as a complex system.

Essence of partnership management in project-based learning: insights from a university’s global project programme

Purpose Although it is clear that there are many benefits of academic–industry partnership through project-based learning (PBL) courses offered by universities, however, there are challenges in establishing such partnerships that if not addressed, may result in either failure of such collaboration or an unpleasant experience for parties involved. Accordingly, this study aims to address this knowledge gap in the PBL literature by identifying the essence of partnership management and offering insights to managing such partnerships effectively. Design/methodology/approach This study aims to develop a framework that highlights the essence of partnership management in a PBL setting and validate the framework by conducting a focus group study on a university in Singapore (UNIS)’s PBL programmes called UNIS-X and UNIS-XO. Findings The results suggest that the key features of partnership management include a value proposition, depth of collaboration, knowledge creation and exchange and continuous feedback. In addition, the findings offer useful insights to managing effective partnerships when engaging industry partners in a PBL programme. Originality/value For researchers, this paper contributes to the PBL literature by identifying and validating the key features of effective partnerships in PBL. This serves as one of the first exploratory and validation studies in examining key features of partnership in the PBL literature. For educators, this study offers useful insights to understanding effective partnership management when engaging industry partners in a PBL course. With the knowledge, educators can devise useful actions to ensure these features of a partnership are established and maintained throughout the project.

Comparing Models of Problem and Project-Based Learning (PBL) Courses and Student Engagement in Civil Engineering in Qatar

Background: While improved student engagement has been highlighted as an essential goal and a major outcome of Problem and Project-Based learning (PBL), little empirical evidence has been provided regarding types and forms of student engagement. Material and method: The study explored forms of student engagement in PBL settings, drawing on empirical data of observations and group interviews with 23 project teams (116 students) in four different PBL undergraduate civil engineering courses at Qatar University. Results: The study identified four patterns of student engagement in a PBL setting. Participants reported significant indicators of the first two patterns - engagement as autonomy and as connection. Regarding the other two indicators, namely relational and emotional engagement, they reported positive yet slightly fewer indicators. Three factors were identified that influenced student engagement in a project teams, namely PBL types and its appropriateness to the nature of the course, students’ prior experiences with PBL, and team dynamics. Conclusions: These results facilitate the establishment of an institutional framework supporting a progressive approach to embracing PBL. In this framework PBL implementation begins with diverse practices at the course level and has systemic change as its ultimate goal. This framework particularly aims to support an institutionalized approach to transition to PBL in a socio-cultural context (e.g., a non-western context) where instructors are as the primary and authoritative source of knowledge. The overall outcome of the study supports management of change from a lecture-based mode to PBL in a non-western context.

An exploration into key roles in making project-based learning happen

PurposeOne of the main obstacles facing project-based learning (PBL) adoption relates to a lack of understanding by teachers and students in the roles they are required to play in the learning process. This study aims to address this obstacle, so as to better promote regular adoption of PBL pedagogy in educational institutions.Design/methodology/approachThe strategy was to undertake an in-depth case study of PBL courses taught in UNI-X’s undergraduate curriculum. The case study approach is particularly appropriate for this exploratory study because it allows to capture the organizational dynamics of the phenomenon better and also its ability to explain the phenomenon based on interpretation of data.FindingsThis paper presents an empirical study on the role perspective of PBL in a collaborative project environment. By drawing upon a case study of UNI-X, the authors argue that a teacher plays the roles of a designer, champion, facilitator and manager in a PBL course. To ensure that learning is effective, students should play the roles of a self-directed learner and a warrior when completing their projects. It is clear that role ambiguity and role conflict could occur in PBL courses and might even impact the effectiveness of student learning.Originality/valueFor researchers, this paper contributes to the PBL literature by introducing a role perspective of PBL. This study identifies a list of roles a teacher and a student could potentially play in a PBL setting. Such understanding could serve as a reminder for a teacher and a student for the roles they need to play in achieving learning outcomes of a PBL course.

Teaching as coaching: Experiences with a video-baed flipped classroom combined with project-based approach in technology and physics higher education

The role of faculty in higher education as knowledge disseminators within the knowledge and digital society can be completely redefined. This paper presents results from a video-based flipped classroom approach combined with a project-oriented learning arrangement. I show that videos combined with a project-based learning setting can be a powerful tool to facilitate the shift from knowledge dissemination to knowledge appropriation. Besides, results show a high level of student's satisfaction and achievement during the course. The competences obtained by the students during the course reach far beyond those possible in a similar course with a traditional teaching approach.

Toward Project-based Learning and Team Formation in Open Learning Environments

Open Learning Environments, MOOCs, as well as Social Learning Networks, embody a new approach to learning. Although both emphasise interactive participation, somewhat surprisingly, they do not readily support bond creating and motivating collaborative learning opportunities. Providing project-based learning and team formation services in Open Learning Environment can overcome these shortcomings. The differences between Open Learning Environments and formal learning settings, in particular with respect to scale and the amount and types of data available on the learners, suggest the development of automated services for the initiation of project-based learning and team formation. Based on current theory on project-based learning and team formation, a team formation process model is presented for the initiation of projects and team formation. The data it uses is classified into the categories knowledge, personality and preferences. By varying the required levels of inter-member fit on knowledge and personality, the team formation process can favour different teamwork outcomes, such as facilitating learning, creative problem solving or enhancing productivity. The approach receives support from a field survey. The survey also revealed that in every-day teaching practice in project-based learning settings team formation theory is little used and that project team formation is often left to learner self-selection. Furthermore, it shows that the data classification we present is valued differently in literature than in daily practice. The opportunity to favour different team outcomes is highly appreciated, in particular with respect to facilitating learning. The conclusions demonstrate that overall support is gained for the suggested approach to project-based learning and team formation and the development of a concomitant automated service.