Project-based learning (PBL): outcomes of students’ engagement in an external consultancy project in Oman

Abstract

PurposeProject-Based Learning (PBL) is an innovative approach to learning that employs a multitude of strategies critical for success in the twenty-first century. It exposes students to the real world, opens an extended inquiry process, and boosts their communication skills and interdisciplinary learning. However, the extant literature on PBL places more emphasis on learning through internal rather than external projects. Industrial collaboration projects build partnerships and provide opportunities to work on real problems, often seeking multidisciplinary approaches. This study explores and suggests the benefits that students derived from their participation in an external research and consultancy project at a University in Oman.Design/methodology/approachThe study follows a qualitative analysis approach founded on an exploratory research design. In-depth interviews were conducted with ten research assistants, two research coordinators, and two project leaders involved in the project. The data from the interview were subjected to the thematic inductive qualitative analysis using Atlas.ti 8 software.FindingsThe results of the study revealed that students derived some direct academic benefits, mainly in the area of conducting research. The major learning happened mostly in non-academic areas, for they learned many things necessary for success in real-life work situations. The students benefited largely on behavioural skills and abilities such as communication, self-confidence, English language skills, planning, thinking, and time management skills. Altogether, project-based learning offered them a different skillset beyond what they usually acquire in the conventional teaching and learning environment.Practical implicationsThe outcomes of this research support the development of curriculum design and instructional pedagogy in higher education in a specific context, concluding that PBL has much to do with the practical aspects of learning and employability. The finding suggests that by engaging in PBL, students can develop certain skills that cannot be acquired in a conventional teaching environment. PBL enables self-learning and prepares students to deal with different situations and challenges on the ground while inculcating professionalism to act in real-life situations. This study advocates the introduction of some PBL based courses in the curriculum to nurture a balanced set of skills and abilities among business students.Social implicationsThe research outcomes support Oman’s Vision 2040 and one of its strategies for capacity building that aims to adopt innovative methods for individual/collective development of students, as well as for their life-long learning.Originality/valueProject-based learning described in this study provides a pedagogical way to connect university education to a real-life situation. These results offer promising prospects for infusing outdoor multidisciplinary projects in the course curriculum. This work bears significant value for educators in designing curriculum and facilitating projects, particularly in environments where students exhibit weaknesses or inhibitions to receive the knowledge, appropriately, from the conventional mode of teaching.

Project-based online learning experiences of pre-service teachers

“…This might be because of not having much experience on projects work, or because of problems with the division of labor. Unlike these findings, majority of students in Belwal et al's (2020) study asserted effective time management as the most important contribution of project work. Regarding time management, a difference between Belwal et al's study and this one is that the time allocated for the project was quite limited and there were tasks that needed to be completed hourly as participants mentioned.…”

“…Similarly, Chen and Yang's (2019) meta-analysis of the effects of the PjBL method on academic achievement compared to traditional methods revealed that the method had an average to higher positive effect on academic achievement. According to findings of similar studies, project-based learning contributes to higher levels of perception and learning by creating an effective classroom environment and ensures high student achievement and performance (Belwal et al, 2020;Cifci, 2015;Çelik et al, 2018;Hugerat, 2016). Participants in another study stated that to the research findings PjBL method increases active participation, makes the lesson comprehensible, efficient, instructive, motivating, and makes learning permanent (Şahin et al, 2020).…”

Pupils’ research skills development through project-based learning in biology

“…From the works of several authors in the learning process, pupils independently find the problem, and independently solve the problem and check its correctness, evaluate it as the highest activity in the project method (Belwal, Belwal, Sufian, & Al Badi, 2020;Perez-Sanchez & Lopez-Jimenez, 2020;Chanpet, Chomsuwan, & Murphy, 2020).…”

Project-based Learning as a Tool for Student-Teachers’ Professional Development: A Study in an Omani EFL Teacher Education Program

“…In the Omani educational context, there are very few studies that investigated the application of PBL in higher education institutions (Belwal et al, 2020;Dauletova, 2014) and as far as the researchers are aware, there have been no studies investigating the use of PBL in teacher-preparation programs. This study fills this gap.…”