Assessing the Role of Online Technologies in Project-based Learning

Abstract

This study examines the relationships between teacher-reported use of online resources and preparedness, implementation challenges, and time spent implementing project-based learning (PjBL) or similar approaches in high school academic courses. Variables were measured using self-reports from those who teach in reform network high schools that emphasize related instructional reforms (n = 166) and those who do not (n = 164). In both school types, technology use was positively related to the amount of PjBL use and teacher preparedness. We used path analysis (two-group SEM) to test a model that predicted online technology use would have a negative relationship to perceived challenges and a positive relationship to more preparedness, and that these would predict time spent conducting projects. Control variables included teacher professional engagement, use of interdisciplinary instruction, and schoolwide emphasis on inquiry. Data support many of the predicted relationships, including a direct relationship between online feature use and time spent on PjBL for teachers in reform network schools. Outside the reform network schools, however, the path from online feature use to PjBL use was unclear with only indirect effects. These results suggest areas for further investigation and that we should be cautious not to overstate the role of online technologies.

Maximize the mobile learning interaction through project-based learning activities

“…The tendency that students are digital native makes them comfortable with the learning. The learning content which directly relates to the learning process itself shows that students have good interest in online education (Izmirli and Izmirli, 2015;Lai and Hwang, 2014;Ravitz and Blazevski, 2014). The students learned how to design online learning by attending online education and during the discussion in the classroom while presenting their project progress.…”

“…Students became the center of learning that managed their success on knowledge. The purpose of the lecturer on education is to ensure all groups could lead and successfully finish the project (Leybourne and Kennedy, 2015;Ravitz and Blazevski, 2014). To get information and understand the learning activities deeply, the lecturer only directed the students to search for online learning sources and indirectly gave learning materials or information needed.…”

“…The learning evaluation approach also affected the student during learning (Valtonen et al, 2015;Ravitz and Blazevski, 2014;Ursavas et al, 2015). By implementing online project-based learning, it enables the students to get a learning experience that meets what current era demands which support the development of 4C skills which are critical thinking, communication and collaboration (Dhaheri and Ezziane, 2015;Fernandes et al, 2014;Hwang and Tsai, 2011).…”

El Aprendizaje Basado en Proyectos: un constante desafío

“…Las características más emblemáticas del ABPy son: el aprendizaje experiencial, la reorientación de la mirada hacia la globalidad de un fenómeno, el trabajo en grupos colaborativos, el desarrollo de las competencias clave, la conexión entre el aprendizaje en la escuela y la realidad, la oportunidad de colaboración para construir conocimiento (Curtis, 2002;Ferrer y Algás, 2007), sobre todo por parte de las familias (Çiftçi y Baykan, 2013), el uso y la integración de las TIC en la cotidianeidad del trabajo escolar (Hopper, 2014;Piquín, 2012;Ravitz y Blazevski, 2014;Smith, 2016) y, cómo no, avanzar en la eliminación de las barreras que retrasan la consecución de una escuela inclusiva (López Melero, 2011). En definitiva, impulsa un desarrollo de las competencias clave al movilizar un verdadero aprendizaje activo, cooperativo, centrado en quien aprende y, asociado con un aprendizaje independiente y motivador (Exley y Dennick, 2007;Karlin y Viani, 2001).…”

Project-Based Learning of Environmental Engineering: A Case Study

“…26,27,28 After years of research on use of problembased learning in medical school contexts, evidence was seen that PBL, as adapted for K-12 use, can be effective. 29 The current study was aligned with the concept of project-oriented studies 8,11 that is recognized to be a part of PBL. The environmental engineering course that was used for this study was the second environmental engineering course in the civil engineering curriculum.…”