Comprehensive Assessment of a Project Based Learning Application in a Project Management Course

Torres, Anthony; Sriraman, Vedaraman; Ortiz, Araceli Martínez

doi:10.29333/iji.2021.14327a

Cited by 7 publications

(15 citation statements)

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“…This allowed the students to experience a more systematic PBL implementation, and a better understanding of what was being asked of them in regards to the learning pedagogy. This is a similar process and results to work completed by Sriraman et al (2017) and Torres, et al (2021).…”

Section: Assessment Resultsmentioning

confidence: 66%

“…Contrary to this, the most difficult assessment method to implement was the comprehensive five-session survey. Other researchers (Choden, 2020 andTorres, 2021) do a much higher number of sessions, upwards to eight, however, the authors felt as though the five-sessions were too invasive to the course structure. This was one of the main reasons why it was dropped from the CIM 4340 course, as the students became overwhelmed and complained about all of the surveys.…”

Section: Discussionmentioning

confidence: 99%

“…More recent PBL studies (Choden, 2020, Mustafa, 2020, Palupi, 2021, Sriraman, 2017, and Torres, 2021 have demonstrated PBL interventions with good results, however, the International Journal of Instruction, October 2022 • Vol.15, No.4 vast majority of these studies are lacking sufficient assessment procedures of their PBL techniques.…”

Section: Assessment Challenges In Pblmentioning

confidence: 99%

“…The success of this pedagogy began to extend to other newly founded medical schools such as Maastricht in the Netherlands and Newcastle in Australia, in which their curriculum was now based on PBL (Barrows, 1996). Since these original implementations, many educators and researchers began implementing PBL in many other classes across many different disciplines as this process is not medicine specific (Choden, 2020, Mustafa, 2020, Palupi, 2021, Sriraman, 2017, and Torres, 2021. The PBL process allows for any learner to develop their skills within any area.…”

Section: Introductionmentioning

confidence: 99%

“…This then leads to lower active participation in the learning process. As many authors have pointed out (Usmani, 2011;Zotou, 2020;Moayyedian, 2020;Elizondo-Montemayor, 2004, Choden, 2020, Mustafa, 2020, Palupi, 2021, Sriraman, 2017, and Torres, 2021 problem solving is best learned by engaging students in real-world problem-solving exercises. Most real-world problem solving is characterized by problems that are often structured such that they require the problem solver to think critically, work in teams, reflect on one's learning, and acquire knowledge as they solve the problem.…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Assessing the Effectiveness of Problem-Based Learning Across Two Concrete Construction Courses

Torres¹,

Hu²,

Sriraman³

et al. 2022

INT J INSTRUCTION

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Section: Assessment Resultsmentioning

confidence: 66%

Section: Discussionmentioning

confidence: 99%

Section: Assessment Challenges In Pblmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Assessing the Effectiveness of Problem-Based Learning Across Two Concrete Construction Courses

Torres¹,

Hu²,

Sriraman³

et al. 2022

INT J INSTRUCTION

Self Cite

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Project-based learning through the lens of SEEM: enhancing implementation in the Brazilian context

Rieg,

Maclennan,

Scramim

et al. 2024

JIEB

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Purpose This study aims to mitigate the inherent challenges associated with implementing project-based learning (PjBL) by integrating it with the service engineering methodology (SEEM). The study demonstrates that combining PjBL with a methodological approach provides a step-by-step procedure that facilitates the practical application of PjBL and preserves the development of competencies inherent to PjBL. Design/methodology/approach Action research methodology was used to assess the effectiveness of combining PjBL learning strategy with SEEM. Data was collected through observations, questionnaires and focus group discussions to evaluate students’ expectations and perceptions of this combination. Findings The results show that PjBL implementation combined with SEEM enabled the organization of class dynamics, helping to mitigate difficulties encountered in the application of PjBL. Students conveyed that the integration of PjBL with SEEM afforded them a guiding structure without compromising their autonomy in decision-making for proposed solutions. It proved efficacious in honing skills pertinent to service design and analysis, teamwork, solution formulation, creativity and innovation stimulation. Research limitations/implications This research has been limited to four classes in one university in Brazil. Besides, PjBL was combined with only one methodology (SEEM). Therefore, this needs to be tested in broader settings and contexts. Practical implications The article highlights the potential benefits of PjBL in bridging the gap between academia and the professional world while acknowledging the challenges involved in its implementation, combining PjBL with a methodology that provides a sequence of steps to be followed. Social implications The social implications of implementing PjBL in higher education in the Brazilian and international contexts are multifaceted. The adoption of PjBL encourages instructors to adapt their learning strategies and align them with the evolving needs of worldwide society. Through PjBL, Brazilian and international higher education institutions may contribute to the development of individuals who are not only knowledgeable but also capable of applying their knowledge effectively in practical situations around the world. Originality/value The theoretical contribution lies in suggesting that combining PjBL with a methodology that provides a sequence of steps to be followed (such as that exemplified through SEEM) can address intrinsic issues that consider the complexity of PjBL implementation, preserving the development of competencies inherent to PjBL.

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Incorporating a Milestone-Based Project Based Learning Method in a Foundry Course

Trueba,

Torres

2022 ASEE Annual Conference &Amp; Exposition Proceedings

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Comprehensive Assessment of a Project Based Learning Application in a Project Management Course

Cited by 7 publications

References 0 publications

Assessing the Effectiveness of Problem-Based Learning Across Two Concrete Construction Courses

Assessing the Effectiveness of Problem-Based Learning Across Two Concrete Construction Courses

Project-based learning through the lens of SEEM: enhancing implementation in the Brazilian context

Incorporating a Milestone-Based Project Based Learning Method in a Foundry Course

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