A Literature Review on the Definition and Process of Project-Based Learning and Other Relative Studies

Du, Xiaoxia; Han, Jie

doi:10.4236/ce.2016.77112

Cited by 42 publications

(42 citation statements)

References 2 publications

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“…(Thomas, 2000). The students who experience PBL are proven to achieve better in language skills including speaking, critical thinking and knowledge attainment (Du & Han, 2016). PBL as students-centered learning focuses the process of learning on real-world problem as directed by the essential question to drive the project.…”

Section: Literature Review Efl Students' Speaking Abilitymentioning

confidence: 99%

Effect of Project-Based Learning Using E-Poster on Indonesian EFL Students’ Speaking Ability across Personality Types

Winasih

Cahyono

Prayogo³

2019

SSRN Journal

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Preparing students to compete and face any challenges of the rapid changes of globalization is a responsibility of any form of education. Students' success in today's learning lies on their ability to utilize technology as the heart of globalizationas well as to communicate in English effectively within a variety of purposes. Project-based learning, as one of the technology-based activities, is believed to be an effective method to facilitate the use of technology and oral communication skill in English as a foreign language (EFL) classroom. This article investigates whether there is a significant difference in students' speaking ability between students taught through PBL using e-poster and those taught through conventional method. It also determines whether there is a significant difference in students speaking ability between extrovert and introvert students taught through PBL using e-poster. Sixty-one Indonesian secondary level students from two intact classes were involved and assigned randomly into experimental and control groups. The quantitative data were collected through pre-test and post-test from both groups. Analysis of the first result revealed that students who were taught through PBL using E-poster significantly outperformed those who were taught through a conventional method. Conversely, the second result showed that students' personality types (extrovert and introvert) did not affect their speaking achievement.

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Section: Literature Review Efl Students' Speaking Abilitymentioning

confidence: 99%

Effect of Project-Based Learning Using E-Poster on Indonesian EFL Students’ Speaking Ability across Personality Types

Winasih

Cahyono

Prayogo³

2019

SSRN Journal

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“…En base a estas recomendaciones, se elaboró una primera versión experimental de 40 ítems con 5 categorías de respuesta distribuidos en seis dimensiones, identificadas a partir de las aportaciones teóricas de diferentes autores (BRUNDIERS; WIEK, 2013; DU; HAN, 2016;ERTMER;SIMONS, 2006;INTYKBEKOV, 2017;JOHNSON;JOHNSON, 2009;MADOYAN, 2016;MERGENDOLLER;THOMAS, 2000): contextualización del centro, características del proyecto, papel del profesorado, herramientas utilizadas, papel del alumnado y resultados obtenidos. Las dimensiones se definen como sigue: a. Contextualización del centro: esta primera dimensión aparece como fundamental en la literatura, ya que es esencial conocer con qué infraestructura y recursos tecnológicos cuenta el centro educativo dónde se desarrolla el proyecto, así como algunos aspectos relacionados con la organización del centro; para saber si influye o no en la realización de estas prácticas educativas.…”

Section: Proceso De Elaboración Del Cuestionario-escala Procolticunclassified

Opinión del profesorado hacia proyectos colaborativos con Tecnologías de la Información y Comunicación: un estudio psicométrico

Gómez-Pablos

Muñoz-Repiso

2019

Educ. Pesqui.

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Resumen En la escuela el profesorado es cada vez más consciente de la importancia que tiene adaptar la enseñanza y el aprendizaje al entorno y realidad del alumnado, haciendo que estos adquieran destrezas para su día a día y su futuro académico y laboral. Una de las mejores formas es a través del Aprendizaje Basado en Proyectos (ABP), una metodología didáctica que ha tomado auge en las últimas décadas, conectada al desarrollo de competencias que despiertan el interés del alumnado por las tareas académicas. En este contexto, este trabajo tiene como objetivo la construcción de un cuestionario para valorar la opinión del profesorado de centros educativos que participa en proyectos de trabajo colaborativo con TIC (PROCOLTIC). La validación de contenido se ha llevado a cabo a través del acuerdo y consenso de dieciocho expertos. El cuestionario se administró a 310 docentes de diferentes centros educativos de toda España que participan en diversos proyectos. A partir de los resultados obtenidos, se presenta un cuestionario con niveles altos de fiabilidad y de validez de constructo. Consideramos que estas características permiten la utilización del cuestionario PROCOLTIC para valorar la percepción de los docentes acerca de los proyectos colaborativos con TIC en los procesos de enseñanza y aprendizaje.

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“…Project Based Learning (PBL) extends the beneficial and effective method of instruction in the classroom (Thomas, 2000). The students who experience PBL are proven to achieve better in language skills including speaking, critical thinking and knowledge attainment (Du & Han, 2016). PBL as students-centered learning focuses the process of learning on real-world problem as directed by the essential question to drive the project.…”

Section: Project Based Learningmentioning

confidence: 99%

Effect of Project-Based Learning Using E-Poster on Indonesian EFL Students’ Speaking Ability across Personality Types

Winasih¹,

Cahyono²,

Prayogo³

2019

Preprint

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Preparing students to compete and face any challenges of the rapid changes of globalization is a responsibility of any form of education. Students’ success in today’s learning lies on their ability to utilize technology as the heart of globalizationas well as to communicate in English effectively within a variety of purposes. Project-based learning, as one of the technology-based activities, is believed to be an effective method to facilitate the use of technology and oral communication skill in English as a foreign language (EFL) classroom. This article investigates whether there is a significant difference in students’ speaking ability between students taught through PBL using e-poster and those taught through conventional method. It also determines whether there is a significant difference in students speaking ability between extrovert and introvert students taught through PBL using e-poster. Sixty-one Indonesian secondary level students from two intact classes were involved and assigned randomly into experimental and control groups. The quantitative data were collected through pre-test and post-test from both groups. Analysis of the first result revealed that students who were taught through PBL using E-poster significantly outperformed those who were taught through a conventional method. Conversely, the second result showed that students’ personality types (extrovert and introvert) did not affect their speaking achievement.

show abstract

A Literature Review on the Definition and Process of Project-Based Learning and Other Relative Studies

Cited by 42 publications

References 2 publications

Effect of Project-Based Learning Using E-Poster on Indonesian EFL Students’ Speaking Ability across Personality Types

Effect of Project-Based Learning Using E-Poster on Indonesian EFL Students’ Speaking Ability across Personality Types

Opinión del profesorado hacia proyectos colaborativos con Tecnologías de la Información y Comunicación: un estudio psicométrico

Effect of Project-Based Learning Using E-Poster on Indonesian EFL Students’ Speaking Ability across Personality Types

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