The Development of an Instrument to Measure the Project Competences of College Students in Online Project-Based Learning

Lin, Chien-Liang

doi:10.1007/s10956-017-9708-y

Cited by 28 publications

(26 citation statements)

References 41 publications

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“…This strategy helps create a contemplative individual. COPBL helps the learner become independent and find solutions to problems on the ground through learning planning, questioning, systematic and continuous research, and the implementation of many learning methods (Chien-Liang, 2018). Thomas and MacGregor (2005) define COPBL as a learning approach that provides an opportunity for both the teachers and their students to collaborate with each other, through real project-based activities.…”

Section: Collaborative Online Project-based Learning (Copbl)mentioning

confidence: 99%

Exploring Female Undergraduate Education Students’ Perceptions of Collaborative Online Project-Based Learning (COPBL)

Alibraheim

Elsayed

2021

EURASIA J Math Sci Tech Ed

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This study aims to identify the perceptions of female student teachers enrolled in the Primary Classroom Teacher Program (PCTP) at a university in Saudi Arabia. It will focus on Collaborative Online Project-Based Learning (COPBL), its advantages, challenges facing the implementation of this strategy, and provide suggestions and recommendations to overcome these challenges. A mixed-method research design was used to analyze the data. Questionnaires were used to collect quantitative data from fifty-five students, and nine of them were interviewed to collect qualitative data. The interview sample was intentionally chosen based on the diversity of responses in the questionnaires. The results of this study revealed that there is a consensus between the perceptions of the study sample in the questionnaires and interviews. Participants showed positive perceptions about COPBL. Researchers presented some recommendations and suggestions at the end of this study.

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Section: Collaborative Online Project-based Learning (Copbl)mentioning

confidence: 99%

Exploring Female Undergraduate Education Students’ Perceptions of Collaborative Online Project-Based Learning (COPBL)

Alibraheim

Elsayed

2021

EURASIA J Math Sci Tech Ed

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“…This demonstrating the need, relevance and importance of interdisciplinary integration through IPBL in current pedagogical methodologies. Due to the multidimensional nature of students' competence, in order to enhance students' abilities, teachers must adjust their instruction based on the students' project competences (Lin, 2018). Very little research has explicitly examined project-based learning (PjBL) as a pedagogical framework for teaching interdisciplinary STEM subjects.…”

Section: B Project-based Teaching or Learningmentioning

confidence: 99%

Case Study of Teacher Training for Project STEM Course

Han

Ren²,

et al. 2020

JETS

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Educators are paying more attention to students' hands-on ability with critical thinking which has not been emphasized in previous Chinese education system. To fill this gap, there is a need to organize a hands-on workshop to develop teachers’ STEM hands-on skills to promote on high school campus. Therefore, the purposes of this study are: 1. exploring the development status of teachers' hands-on ability after ending the workshop and 2. exploring the effectiveness of the project-based STEM training with interdisciplinary concept content compared with the traditional STEM training. Based on the two-day teacher training of STEM workshop, this paper used Flanders interaction analysis which is an observation technique used to record and analyze the process and impact of teacher-student interaction in the classroom. Through the analysis, we found that the learners were active in this training course, the interaction between teachers and learners was very frequent, and the relationship between them was quite consistent (harmonious). Then we inferred the training effect of the teachers in the training by combining the works or results submitted by the learners after the workshop. The error rate of these exercises or results was low, indicating that peer discussion or group discussion played an important role in the process of practice. Compared with the traditional iFIAS method, it can be found that in the training based on the project-based teaching model, learners' advanced cognitive abilities such as analysis and synthesis were developed, and their knowledge transfer ability was more flexible, which was also a reflection of interdisciplinary ability.

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“…In addition, these pedagogic concepts allow the assessment in global and transversal competences that are part of the current EHEA project [26]. These skills (communication, teamwork, leadership, solving complex problems/projects) are hard to evaluate by a traditional methodology, based on written exams and reports, which mainly consider technical and mathematics skills [15,24,31,32]. Thus, more complex assessment systems are required to be based on the day-by-day assessment (the lecturer identifies the participation level of each student, as well as their development of these transversal skills), oral presentations and coevaluation [8,9].…”

Section: Introductionmentioning

confidence: 99%

Combining the project‐based learning methodology and computer simulation to enhance the engagement in the context of Environmental Engineering courses

Faba

Dı́az

2020

Comp Applic In Engineering

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This paper analyses the good results obtained in an Environmental Engineering course at the master level after a complete revision of the lecturing system. The traditional methodology (lectures and seminars) was substituted by a project‐based learning strategy, in which students work in groups proposing and developing technical solutions to an actual environmental problem, with the aim of identifying the optimum one, combining technical and economic points of view. This new teaching methodology has been identified as a good approach to increase the students' engagement, with significant improvements in grades (from average values close to 5/10 to >7/10) and better impressions expressed by the students, which can identify the relevance of environmental problems in the development of their own professional curriculum. The core of this methodology is the use of GPS‐X software to study and analyse the different approaches proposed by the students as solutions for their project, to optimise the designs, to study the sensitivity to different process conditions and to evaluate the energy and maintenance costs of each proposal. GPS‐X software is an inductive and comprehensive tool to reinforce previous theoretical concepts and allows a fast analysis of the responses of industrial plants after each disruption, increasing the dynamism of the learning process. The final assessment, based on the continuous evaluation and a final written report, allows the evaluation of transversal skills, such as teamwork, self‐management, communication and problem‐solving, difficult to assess by a traditional methodology.

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The Development of an Instrument to Measure the Project Competences of College Students in Online Project-Based Learning

Cited by 28 publications

References 41 publications

Exploring Female Undergraduate Education Students’ Perceptions of Collaborative Online Project-Based Learning (COPBL)

Exploring Female Undergraduate Education Students’ Perceptions of Collaborative Online Project-Based Learning (COPBL)

Case Study of Teacher Training for Project STEM Course

Combining the project‐based learning methodology and computer simulation to enhance the engagement in the context of Environmental Engineering courses

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