Project-based learning as an effective method in education

Veselov, Gennady; Pljonkin, Anton; Fedotova, A. Y.

doi:10.1145/3341042.3341046

Cited by 24 publications

(24 citation statements)

References 9 publications

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“…This is a qualitative study implementing Project-Based Learning (PBL) approach in literature class, English Education Department University of PGRI Adi Buana Surabaya. PBL was chosen because students' production is designed as the outcome of the learning process to develop the students' multimode skills (Veselov et al, 2019). Furthermore, PBL is a way to lead students to gain a deeper understanding of materials, which is called a constructivist finding (Krajcik, Phyllis & Morais, 2018).…”

Section: Methodsmentioning

confidence: 99%

Developing Multi-Literacy Skills by Creating Graphic Story in Literature Class: A Project-Based Learning Approach

Hidayat

Susanto

2020

Universitas Jambi

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The research aims to develop multi-literacy skills by creating a literary graphic story as a creative and innovative way for English Department students in learning literature. By creating an adaptation from text to picture, students are expected to improve their ability to understand literary works and express their creative and innovative skills. This is a qualitative study implementing the Project-based Learning (PBL) approach in literature class, which aims to produce graphic stories as the output of studying literature. Students do not only understand the literary theories but also make something out of their understanding. The scaffolding instruction method was employed to examine practices of improving multiliteracy skills. A detailed action research plan, including preliminary observation in the classroom, action plan, intervention, and guiding, is applied. The investigation related to the barriers in doing the project is going to be conducted as well. Reader Response criticism is introduced to students in the reading and analyzing stage as a useful method to develop their critical thinking in evaluating the literary works they read. We argue that the students improve their reading skills, writing skills and producing graphic story stories based on their own interpretation of the literary text, which is proven by the summary and conversation texts they produce in the graphic stories. They also develop their creativity by producing images and pictures as the result of the literary adaptation process. There are two significant outcomes of the project: developing literary text understanding as well as producing the original graphic story.

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Section: Methodsmentioning

confidence: 99%

Developing Multi-Literacy Skills by Creating Graphic Story in Literature Class: A Project-Based Learning Approach

Hidayat

Susanto

2020

Universitas Jambi

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“…The placements of the past four years have been considered for the comparison. They are, 2019They are, -20, 2018They are, -19, 2017They are, -18 and 2016 respectively. It was also found that in the academic year 2019-20, 2 students had 5 offers, 5 students had 4 offers, 14 students had 3 offers and also 38 students had 2 offers apart from students with single offers clearly depicting the students' motivation, confidence and the ability to excel in their chosen fields.…”

Section: Sl Nomentioning

confidence: 99%

Enhanced Learning and Improved Productivity of Students' using Project Based Learning Approaches for Programming Courses

Acharya¹,

Gayana²

2021

Journal of Engineering Education Transformations

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Active learning techniques surpassed traditional teacher-centric approaches owing to their benefits of better learning from the stakeholders. The selection of a specific learning strategy varies from one course to another for productive results. Many students face difficulties in understanding programming subjects especially when it comes to applying it practically for application developments, since the curriculum permits only a certain number of specific programs to be implemented and some courses will have only theoretical subjects without a practical component. Thus, it becomes a need of the hour to make students productive in order to be confident in applying concepts learnt to the application development. The proposed method of applying a combination of project based learning involving collaborative learning will prove to be an effective platform for the students to enhance their design & development skills. This experimentation has been applied to a total of about 420 engineering students and the average performance in the university examinations as well as their demonstration/oral presentation, viva answering skills are considered as metrics for measurement. Apart from this, students' ability to face challenges is gauged through their ability to excel in placement drives for selection to various companies. This approach has resulted in a significant improvement in students' performance in the university examinations with upto 54% of the students securing higher grades. Apart from this, it has been estimated that there is an improvement in placement rate of upto 10 -15% along with increase in no. of offerings for the individual students.

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“…During the second 3 months basic knowledge of operating systems was taught, using a methodology that combined theoretical sessions and practical exercises (where the teacher explained the content and the tasks consisted of doing small practical exercises). During the final 3 month period a project-based learning (PBL) [60] methodology was used to deliver content on networking and administration of operating systems focusing mainly on servers (where the students had to carry out a project configuring a series of network elements and servers).…”

Section: Designmentioning

confidence: 99%

Analysis of Three Methodological Approaches in the Use of Gamification in Vocational Training

2021

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A reduced interest and low motivation in learning amongst vocational students has become a challenge with many traditional strategies not capable of providing a solution to motivation and encouraging participation in learning. The use of elements of games in non-recreational environments (gamification) may be a possible solution, since research indicates an improvement in user experience and engagement, with possibilities of improved motivation and behavioral results. However not all studies obtain positive results, the success of gamification is influenced by the design, the sample, and the context. This study analyzes a gamification design with the most common elements in three methodological approaches (teacher-centered, student-centered, and mixed) in three different periods throughout a program of study with vocational training students. The results indicate that the mixed approach performed worse than the other two. Carrying out a greater number of tasks did not imply a better result in the subject marks, but rather paying more attention to each task influences the result positively.

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Project-based learning as an effective method in education

Cited by 24 publications

References 9 publications

Developing Multi-Literacy Skills by Creating Graphic Story in Literature Class: A Project-Based Learning Approach

Developing Multi-Literacy Skills by Creating Graphic Story in Literature Class: A Project-Based Learning Approach

Enhanced Learning and Improved Productivity of Students' using Project Based Learning Approaches for Programming Courses

Analysis of Three Methodological Approaches in the Use of Gamification in Vocational Training

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