Combining and Balancing Project-Based and Blended Learning in Education

Abstract

This paper discusses evaluation findings from project-based and blended learning courses in the higher education sector and beyond. The multi-method studies focus on learners’ attitudes, practices and preferences towards project-based and blended learning. The evaluated courses were developed and taught in the context of teacher training programs at Ludwigsburg University of Education (LUE). They aim at the planning, execution and critical reflection of individual projects carried out by the participating students in blended learning contexts. This paper presents a discussion of the structure, the blended methodology and the outcomes of the courses, combining the methods of quantitative evaluation research and qualitative interviews. By doing so, the study assesses current practice and analyses the above-mentioned courses closely and in detail. Thus, this paper discusses how students deal with a project-based and blended learning environment and how these results can be constructively implemented to improve future project-based and blended learning scenarios.

Strategies for Successful Blended Learning—A Bibliometric Analysis and Reviews

“…The roof of this competence requests instructors needs to know and well control of what learners are learning in the digital space and build their skills and newly acquired knowledge with support pedagogy strategy [73][74][75]. The assessment in BL requires the trainer in professional skills of using multiple data resources, including personalisation and mastery-based learning data, system data, and helps teachers "adjust individual student instruction" [76,77].…”

Evaluation of High School Students’ New Trends in Education: Internet of Things

“…The widespread use of the Internet, distance and online education in educational environments has led to the emergence of new trends in education. Opportunities provided by effective online learning to students [26], blended learning environments adding a different dimension to education [27], use of mobile devices in online virtual learning environments [28] and difficulties in distance education process [29] are among the topics that have been frequently researched by researchers in recent years.…”

Learning history through project-based learning

“…Following the theory of constructivism that was in line with what 21st century learning calls for, PBL was a key strategy to help students become independent thinkers and learners as they would be able to construct knowledge through the means of active learning and collaboration with their peers [18], [19]. On the other hand, it was found that there are teachers and students who preferred the traditional teaching approach over PBL [17], [19], [20]. Students had preferred the traditional approach as J Edu & Learn ISSN: 2089-9823 …”

“…Learning history through project-based learning (Sin Wei Lim) 69 they claimed to have learned more using the traditional approach as opposed to the use of PBL [19], [20]. Most of the concerns brought forward by these researchers were that teachers were reluctant to move from the use of the traditional approaches as they were more comfortable with the idea of having control over the classroom [19], [20].…”

“…Learning history through project-based learning (Sin Wei Lim) 69 they claimed to have learned more using the traditional approach as opposed to the use of PBL [19], [20]. Most of the concerns brought forward by these researchers were that teachers were reluctant to move from the use of the traditional approaches as they were more comfortable with the idea of having control over the classroom [19], [20]. Research has highlighted that students were in fact the ones who had preferred the use of the traditional approach as they were uncomfortable with the idea of having to obtain knowledge on their own [21].…”