Distance Project-Based Learning During Lockdown and Learner’s Motivation

Abstract

During the first lockdown due to Covid-19 pandemic, project-based learning (PBL) had to be implemented remotely. To gain knowledge on this learning context, we monitored motivation (in Self-Determination Theory framework), flow, social identification and self-rated performance during a 10-day project conducted with 281 engineering students. Final grades were also collected as objective performance indicators. Results show that intrinsic and identified motivation, flow, self-rated performance and group identification increased throughout the project, which suggests that remote PBL stimulated students’ needs for autonomy and competence without hindering their need for relatedness. Furthermore, the analysis of significant predictors of teams’ and individuals’ performance draw avenues for improving PBL and stimulating intrinsic and identified motivation, for the subject and for the project, at the right time along the program.

Using Problem-Based Learning (PBL) in an Undergraduate Ergonomics Course

“…Guo et al (2020) also confirm that PjBL is a promising approach that improves student learning in higher education. Boisadan et al (2022) implemented a PjBL approach during mid-March to mid-May 2020 (the Covid-19 pandemic) with 281 engineering students that were grouped into 48 teams. The results regarding the motivation were very positive and the flow and self-rated performance were high.…”

Entire issue

“…Guo et al (2020) also confirm that PjBL is a promising approach that improves student learning in higher education. Boisadan et al (2022) The professional world is not satisfied with the traditional curriculum, also, many countries shift to outcome-based accreditation procedures in Engineering. Beddoes et al (2010) state that these are the main reasons that project and problem-based learning is becoming more common.…”