Addressing Collaboration Challenges in Project-Based Learning: The Student’s Perspective

Hussein, Bassam

doi:10.3390/educsci11080434

Cited by 40 publications

(41 citation statements)

References 58 publications

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“…It is in line with previous researcher that found experience mastery occurs when teachers view their performance as madrasa teachers to be successful. It is possible that PBL leads to a more positive educational experience among students, leading to an increase in the pedagogic competence of madrasah teachers (Hussein, 2021;Owens & Hite, 2020;Tambak et al, 2021;Untari et al, 2020). The other study also found there are positive associations found between PBL and student outcomes support the possibility of mastery experiences (Amin et al, 2020;Hussin et al, 2018;Sari et al, 2019).…”

Section: Discussionmentioning

confidence: 78%

How Does Learner-Centered Education Affect Madrasah Teachers' Pedagogic Competence?

Tambak

Sukenti²,

Hanafi³

et al. 2022

JERE

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Various studies illustrate that pedagogical competence is studied more psychologically in the learning process but has not revealed the strengthening of project-based learning in madrasa teacher learning. This study analyze whether increasing the use of project-based learning (PBL) by madrasah edago teachers in Indonesia improves the pedagogic competence of madrasah teachers in learning. This type of research is experimental and uses a quasi-experimental method. The instrument used to collect data is a questionnaire. The technique used to analyze the data is descriptive qualitative analysis, quantitative and statistical inferential. The subjects of this study are teachers from these madrasas who teach one of the four core subjects of Islamic religious education in total of 139 teachers. The result of the study is that the pedagogic competence of madrasah teachers is only considered a determinant of the teaching practice of Islamic religious education. However, we found that the pedagogic competence of madrasah teachers can be positively influenced by the increased use of PBL in learning. Among the madrasah teacher pedagogic competence subscales, PBL positively relates to student engagement and teaching and learning. Analysis using student data shows that students’ positive responses to Islamic religious education learning practices can mediate the relationship between PBL and the pedagogic competence of madrasa teachers. This research has implications for developing the PBL model in improving the pedagogic competence of madrasa teachers in learning Islamic religious education.

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Section: Discussionmentioning

confidence: 78%

How Does Learner-Centered Education Affect Madrasah Teachers' Pedagogic Competence?

Tambak

Sukenti²,

Hanafi³

et al. 2022

JERE

View full text Add to dashboard Cite

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“…More than a learning outcome, peer collaboration is a pedagogical strategy ( Hussein, 2021 ). In PBL, peer collaboration can facilitate students’ exchange of resources, ideas, experiences, and knowledge, and can promote student motivation and persistence ( Koh et al, 2010 ; Lou & Kim MacGregor, 2004 ).…”

Section: Resultsmentioning

confidence: 99%

Scaffolding Junior Middle School Students’ Engagement in Online Project-based Learning During the COVID-19 Pandemic: A Case Study from East China

Cheng

Lyu

2022

SAGE Open

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During the COVID-19 pandemic, online learning has experienced increasing utilization and poses new challenges for schoolteachers to engage students. Project-based Learning (PBL) is widely acknowledged as an effective pedagogy for motivating and involving students. However, few studies have examined scaffolds that facilitate student engagement in the context of distance PBL. This mixed-method study was conducted with grade 7 teachers and students in a junior middle school in East China from March 2020 to April 2020. Qualitative analysis was employed in interviews with 2 teachers and 21 students. Quantitative analysis was used to visualize the self-reflection reports of 39 students. The findings suggest that the scaffolds of teacher direction, technology support, peer collaboration, and parental assistance play a significant role. In addition, specific scaffolding within the above categories was revealed. The results highlight the problem-oriented, methodological, and synthesized application of various scaffold(ing)s in engaging students and emphasize that scaffolding students emotionally is the core issue to support engagement for remote learning.

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“…Based on the quantitative responses, students found resolution issues challenging, which emerged in the online setting described especially in the present study, in contrast to the first cycle of this DBR study, which in the blended learning setting, where the subsequent application of knowledge and skills was perceived as the second easiest to agree with. Some studies have presented PjBL-related challenges, for example, the uncertainty of the project assignment (Hussein, 2021) and a less rigorous understanding of engineering Fundamentals (Mills & Treagust, 2003). In the case of a completely online environment, studying engineering skills without physical experience in the laboratory can negatively affect about the Resolution, which would favor the choice of a blended learning approach by combining FTF and online activities (Garrison, 2016, pp.…”

Section: Discussionmentioning

confidence: 99%

ICT Engineering Students’ Perceptions on Project-Based Online Learning in Community of Inquiry (CoI)

Mielikäinen

Viippola²

2023

SAGE Open

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Industry and higher education are increasingly utilizing online environments due to digitalization. As a result, the learning experiences in these new digital learning ecosystems as communities must be re-examined critically. This study incorporates the second cycle of the design-based research (DBR) study developing the design principles and theoretical framework for a digital learning ecosystem in Information and Communication Technology (ICT) engineering education in Lapland University of Applied Sciences (UAS), Finland. This cycle examines students’ learning experiences in a project and Industry 4.0-based approach in a digital learning ecosystem with authentic industry assignments and involvement. The study examines the learning experiences of ICT engineering students in a project and Industry 4.0-based approach in a digital environment with authentic industry assignments and involvement. The study was carried out using the Community of Inquiry (CoI) approach. Rasch Rating Scale Model was used to analyse first-, second-, and third-year students’ responses to a translated and adapted CoI questionnaire. Open-ended questions were added to the questionnaire, which was then analysed using content analysis. The results indicate that students perceived project-based learning in an online setting positively. However, the findings point to issues with social interactions and the actual application of learnt knowledge and skills. Challenges in task management and scheduling, as well as receiving feedback, had a somewhat negative impact on the learning experience, particularly during the first year of study. Finally, this paper concludes by presenting a visual model summarizing the design framework developed through a broader DBR study informed by the previous DBR cycles. The findings may benefit practitioners in developing similar communities and ecosystems.

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Addressing Collaboration Challenges in Project-Based Learning: The Student’s Perspective

Cited by 40 publications

References 58 publications

How Does Learner-Centered Education Affect Madrasah Teachers' Pedagogic Competence?

How Does Learner-Centered Education Affect Madrasah Teachers' Pedagogic Competence?

Scaffolding Junior Middle School Students’ Engagement in Online Project-based Learning During the COVID-19 Pandemic: A Case Study from East China

ICT Engineering Students’ Perceptions on Project-Based Online Learning in Community of Inquiry (CoI)

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