The hard work of soft skills: augmenting the project-based learning experience with interdisciplinary teamwork

Vogler, Jane S.; Thompson, Penny; Davis, David W.; Mayfield, Blayne E.; Finley, Patrick M.; Yasseri, Dar

doi:10.1007/s11251-017-9438-9

Cited by 163 publications

(128 citation statements)

References 34 publications

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“…This is the case for project-based learning (PBL) which helps participants to apply their knowledge to real social problems. PBL confronts students with authentic problems similar to real work activities, and it helps to develop soft skills, such as teamwork and collaboration, communication, critical thinking, and creativity, among others [30]. PBL theory is founded on experiential learning [31], inquiry-based learning [32], and constructivist theory [33].…”

Section: Introductionmentioning

confidence: 99%

Critical Thinking Using Project-Based Learning: The Case of The Agroecological Market at the “Universitat Politècnica de València”

et al. 2020

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Higher education institutions play an important role in the transition processes to sustainable development through developing critical thinking (CT) in their students. The case of the Research Methodology course of the International Cooperation Master’s degree at the Universitat Politècnica de València is a paradigmatic case of experiential learning, where students face their own realities related to sustainable topics through an action research project with the Agroecological Market (AM). The learning methodology is project-based learning and helps the participants to deeply analyze problems related to the transition of socio-technical systems, such as sustainable food. The objective of this research was to analyze the contribution of project-based learning to students’ critical thinking through a qualitative analysis of the pedagogical outputs obtained during the course. The analysis and results are structured in three dimensions of critical thinking: (i) students’ critical attitude towards reality; (ii) students’ ability to reason and analyze in order to form their own rigorous judgments; and (iii) students’ capacity to construct and deconstruct their own experiences and meanings. The results show that project-based learning using a real-life scenario helped students reflect on their critical thinking and the challenges that our societies face for a transition to sustainability.

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Section: Introductionmentioning

confidence: 99%

Critical Thinking Using Project-Based Learning: The Case of The Agroecological Market at the “Universitat Politècnica de València”

et al. 2020

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“…Various researches have revealed the core of global competencies as critical thinking (Andrews & Higson, 2010;Avdeenko et al, 2018;Dorozyński et al, 2016), communicative skills, ability to cooperate (Dorozyński et al, 2016;Vogler et al, 2018), awareness and understanding of global issues (Byker & Thomas, 2018;Cook et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

“…The work of Avdeenko et al (2018) presents an approach to the development of tasks aimed at shaping the students' creativity during collaborative problem solving. The specifics of the development of collaborative work skills were studied by Koval and Dukova (2019b), Vogler et al (2018), etc.…”

Section: Introductionmentioning

confidence: 99%

Meta-Subject Olympiad For Development And Diagnostics Of Students’ Global Competencies

Shkerina¹,

Тумашева²,

Aeshina³

2020

European Proceedings of Social and Behavioural Sciences

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“…Studies in the field of soft skills are still carried out. The subject of the study is the diagnosis and evaluation of soft skills (Balcar et al, 2018;Mohamed et al, 2017;Brooks et al, 2018;Devedzic et al, 2018); the use of various approaches, methods and techniques, for example, interdisciplinary design work (Vogler et al, 2018), group work (Al-Araidah et al, 2018;Chasidim et al, 2018;Brooks et al, 2018;Yehia & Gunn, 2018;Espey, 2018;Kusumoto, 2018); the development of some certain skills, for example, collaboration skills (Kaburise, 2016;Al-Araidah et al, 2018), critical thinking (Espey, 2018), etc.…”

Section: Introductionmentioning

confidence: 99%

FORMING SOFT SKILLS OF UNIVERSITY STUDENTS BY MEANS OF ACADEMIC ROLE-PLAYING GAMES AT FOREIGN LANGUAGE CLASSES.doc

Tsalikova¹,

Пахотина²

2019

Preprint

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The article contains theoretical grounds and experimental verification of using academic role-playing games at classes of Foreign Language in order to form soft skills of students, majoring in non-philological subjects. The purpose of the article is to analyze the effectiveness of using this form of work at university classes for the formation of soft skills of students and to monitor the correlation between these skills. The methodological basis of the study was the communicative and competence-based approaches in teaching foreign languages. Research methods include questioning, observation, expert assessment and testing. The obtained data were subjected to statistical analysis using Kolmogorov-Smirnov’s test, Pearson’s χ² test and Spearman’s rank correlation coefficient. Academic role-playing games have shown their effectiveness as a means of forming soft skills of students, majoring in non-philological subjects, in case of following such fundamental principles as: using the language as an integral system but not as a set of grammatical and lexical phenomena; using language as a means of communication, and, consequently, a teacher`s making educational materials and tasks, focused on the content of communication, but not on the formal characteristics; creating practice-oriented situations in the classroom that train social skills, but not just subject knowledge and skills. The article presents a description of training materials, tasks, methods and forms of work for the formation of students’ soft skills.

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The hard work of soft skills: augmenting the project-based learning experience with interdisciplinary teamwork

Cited by 163 publications

References 34 publications

Critical Thinking Using Project-Based Learning: The Case of The Agroecological Market at the “Universitat Politècnica de València”

Critical Thinking Using Project-Based Learning: The Case of The Agroecological Market at the “Universitat Politècnica de València”

Meta-Subject Olympiad For Development And Diagnostics Of Students’ Global Competencies

FORMING SOFT SKILLS OF UNIVERSITY STUDENTS BY MEANS OF ACADEMIC ROLE-PLAYING GAMES AT FOREIGN LANGUAGE CLASSES.doc

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