Exploring the transformative potential of project-based learning in university adult education

Kotze, Astrid von; Cooper, Linda

doi:10.1080/02660830.2000.11661431

Cited by 34 publications

(13 citation statements)

References 11 publications

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“…The central to PBL is the use of group work (Von Kotze & Cooper, 2000). Student activity revolves around a complex series of interactions between team members over time and draws on a range of key transferable skills through good communication.…”

Section: Enhanced Communication Skillsmentioning

confidence: 99%

The Positive Impact Of The Implementation Of Problem-Based Learning On Uniten’s Students

Ridzwan¹

2018

The European Proceedings of Social and Behavioural Sciences

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Section: Enhanced Communication Skillsmentioning

confidence: 99%

The Positive Impact Of The Implementation Of Problem-Based Learning On Uniten’s Students

Ridzwan¹

2018

The European Proceedings of Social and Behavioural Sciences

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“…From these concepts, collaboration and group work are the core of PBL students' learning activities (HARMER;STOKES, 2014;BIGGS;TANG, 2007;HICKMAN et al, 2009). So teamwork is the most challenging element of a student's project work (VON KOTZE and COOPER, 2000;STAUFFACHER et al, 2006;FRANK;BARZILAI, 2004), enabling students to recognize their strengths and weaknesses (ALVES et al, 2012b).…”

Section: Project-based Learning (Pbl)mentioning

confidence: 99%

The importance of peer assessment & self-assessment in PBL applied to an administration course

Mansur

Alves

2018

RIAEE

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RESUMO:A aprendizagem baseada em projetos (PBL) é uma metodologia de aprendizagem ativa que coloca o aluno no centro da aprendizagem, forçando o professor a assumir um papel de facilitador e coadjuvante. Esta nova postura docente não é menos importante, porque exige muitas mudanças que devem ser promovidas por estes, em particular, relacionadas à coordenação e à organização do projeto de aprendizagem. Uma tarefa importante neste planejamento está relacionada ao método de avaliação, que deve estimular o comportamento discente que promova sua motivação à aprendizagem. Esta foi a preocupação em um programa de graduação em Administração de uma instituição privada na cidade de Campos dos Goytacazes, no Brasil. Esta metodologia exigiu mudanças substanciais nos métodos de ensino/aprendizagem, assim como abordagens de avaliação focadas na presente pesquisa. Este artigo apresenta uma visão geral dos conceitos PBL e da metodologia de avaliação adotada para esse curso específico. Além disso, discute os resultados do novo método de avaliação. Esta foi uma experiência inovadora que confirmou os resultados positivos da experiência PBL dos alunos e também a importância da avaliação por pares nesta metodologia de aprendizagem. PALAVRAS-CHAVE:Métodos de avaliação. PBL. Aprendizagem em administração. Modelos de aprendizagem. ABSTRACT: Project-Based Learning (PBL) is an active learning method that puts students in the centre of the learning process, having the teacher perform a facilitating role. This new position of the teacher is not less important because it demands a lot of changes that must be promoted by the teachers, particularly, related to the coordination and organisation of the learning project. An important task in this organisation is the one that has connection with the assessment method and how this should promote students' behaviour that support their learning motivation. This was the concern in a Business Administration undergraduate program of a private institution in Campos dos

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“…The need for critical thinking has been identified as an important driver for PBL. The approach has been argued to highlight the process and power structures behind knowledge creation, engendering critical thinking and helping students consider alternative ways of thinking and acting (Von Kotze and Cooper, 2000). Furthermore, students' enjoyment of PBL activities are linked to motivation to learn.…”

mentioning

confidence: 99%

The Benefits of Project-based Language Learning: A Case Study in a Malaysian Secondary School

Sathappan¹,

Gurusamy²

2021

JSSR

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Project -based learning (PBL) is a student-centered teaching approach that organizes learning around projects. It increases students’ motivation to learn and prepares them for the 21st century classroom demands through developing real-world experience. The purpose of this study is to explore the benefits of project-based learning on students’ in a Malaysian secondary school. This is a qualitative case study. The sample consists of 3 teachers’ from a secondary school in Malaysia. Semi-structured interviews were conducted with the participants. The collected data were coded and analyzed using thematic analysis. The study revealed that the participants perceived PBL as a beneficial teaching approach that has the potential to increase student-teachers’ engagement and help them understand more deeply the subject content through self-learning and learning by doing. The advantages of using PBL discussed by the participants were improved lecturer-student and student-lecturer relationships, skill development and real-world practice. The results of this research show that student-teachers’ understand PBL from both positive and negative perspectives. It is considered that findings of this study would improve students-teachers’ motivation and equip them with the necessary skills to successfully implement PBL.

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Exploring the transformative potential of project-based learning in university adult education

Cited by 34 publications

References 11 publications

The Positive Impact Of The Implementation Of Problem-Based Learning On Uniten’s Students

The Positive Impact Of The Implementation Of Problem-Based Learning On Uniten’s Students

The importance of peer assessment & self-assessment in PBL applied to an administration course

The Benefits of Project-based Language Learning: A Case Study in a Malaysian Secondary School

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