Tackle implementation challenges in project-based learning: a survey study of PBL e-learning platforms

Abstract

Project-based learning (PBL) has been identified as an effective pedagogy for instructors to help students to learn interdisciplinary knowledge, problem-solving skills, modes of thinking, and collaborative practices through solving problems in a real-world context. However, previous studies reported that instructors from K-12 to tertiary learning environments found it challenging to implement such a pedagogy for various reasons. The emergence of PBL E-learning platforms in the recent decade has attracted increasing interest in adoption and seems to provide a solution to tackle the difficulties in PBL implementation. Yet little is known about designing these platforms and how they facilitate the PBL learning process and management. In the current study, we conducted a multiple case survey study on 16 PBL learning platforms in English and Chinese, collected data on their features and functions, categorized them according to their services provided, and analyzed how they tackle the implementation challenges. Additionally, we identified four trends in PBL development as pedagogy, the skills, and competence required for teachers and students to successfully carry out PBL via e-learning platforms and provide suggestions to improve and refine the platform design for educational technologists and related stakeholders. The limitations of this study and the future research direction are included.

The relationship between students’ perception to the learning media, digital literacy skills, and self-regulated learning with students’ learning outcomes in the rural area

“…Rural areas often have poor digital connectivity, making it difficult for learners of biology subjects to access online resources, research articles, and educational platforms essential to their studies. This hinders students' ability to engage in online learning, collaborate with peers and keep up with the latest developments in biology digitally (Khan, 2021;Meng, Dong, Roehrs & Luan, 2023).…”

Student competencies in intracurricular learning through project-based learning in Muhammadiyah junior high school

“…Some students may be more skilled or accustomed to a project approach, while others may take longer to adjust (Almulla, 2020;Duke et al, 2020;Simbolon & Koeswanti, 2020;Sumarni et al, 2016). Second, assessments in PjBL often include aspects of creativity, collaboration, and problem solving, which can result in varying grades based on teacher or evaluator preferences (Kokotsaki et al, 2016;Meng et al, 2023;Rahman et al, 2021;Sagita et al, 2023).…”

Project-based learning: Student performance and perceptions in a food industry engineering degree course

“…Furthermore, in research presented at the Engineering Education Annual Conference & Exposition by Saunders et al (2003), the use of rubrics is described as a highly valuable tool for evaluating PBL outcomes. Rubrics outline the criteria that distinguish good work from poor work and can be used to promote and assess students' achievement of specific learning outcomes (Meng, Dong, Roehrs, & Luan, 2023).…”

“…Numerous studies demonstrate the effectiveness of this methodology in university studies, particularly in engineering, technology, or sciences (Diep et al, 2023;Guo et al, 2020;Kokotsaki et al, 2016). In this regard, Meng et al (2023) explained that the success of implementing PBL relies on the teacher's ability to effectively support, motivate, assist, and guide student learning. It is necessary to establish the purpose of the project, set clear and realistic objectives, and make decisions regarding the pace, sequence, and content of learning.…”