Enhancing student communication competencies in STEM using virtual global collaboration project based learning

Owens, Andrea; Hite, Rebecca

doi:10.1080/02635143.2020.1778663

Cited by 61 publications

(45 citation statements)

References 41 publications

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“…However, the GC (Table 5) did not significantly improve their interpersonal competencies (climate management and verbal communication), and in the case of significant differences, these were not relevant (η 2 small). Thus, the positive effect of PBL on the development of interpersonal teamwork and communication skills is indeed confirmed (Bohórquez & Checa, 2019;Cita, Sierra-López, Ordóñez-Ordónez, & Cepeda-Valencia, 2020;de los Ríos, Cazorla, Díaz-Puente, & Yagüe, 2010;Fajardo & Gil, 2019;Finocchiaro, 2020;Ismail et al, 2020;Jalinus et al, 2020;Owens & Hite, 2022;Toledo & Sánchez, 2018). Furthermore, it seems logical that the GC made little progress in the development of these competences since, although working in groups, the methodology used had less impact on the development of these competences than PBL (Baghcheghi, Koohestani, & Rezaei, 2011;Saenab et al, 2018;Walker & Slotterbeck, 2002).…”

Section: Discussionmentioning

confidence: 89%

Project-Based Learning (PBL) and Its Impact on the Development of Interpersonal Competences in Higher Education

Crespí

Ramos

Queiruga-Dios

2022

J. New Approaches Educ. Res.

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In response to globalisation, and the cultural, socio-economic, and educational changes it implies, higher education must offer a comprehensive education that favours personal and professional growth. To do this, it must promote competence-based learning through active teaching methodologies. This study will analyse the use of Project-Based Learning (PBL) methodologies in the context of transversal subjects, as an efficient technique to develop interpersonal communication and teamworking skills. This research is quasi-experimental, with a pre-test/post-test design with an equivalent control group. The sample consists of 610 university students from the Community of Madrid, of whom 387 participated in the PBL (Experimental Group: EG) and 223 did not (Control Group: CG). A reliable and validated questionnaire on personal competences was used as a measurement instrument. The hypotheses on the effectiveness of PBL as a technique for the development of interpersonal communication and teamworking skills in the context of transversal subjects are confirmed. The results suggest that greater use of active methodologies to promote the development of transversal or generic competences is highly recommended and that the insertion of transversal subjects into university curricula may be highly beneficial.

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Section: Discussionmentioning

confidence: 89%

Project-Based Learning (PBL) and Its Impact on the Development of Interpersonal Competences in Higher Education

Crespí

Ramos

Queiruga-Dios

2022

J. New Approaches Educ. Res.

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“…When students solve a real-world problem, PBL fosters collaboration and communication skills in the 21st-Century and respects students' learning styles or interests (Bell, 2010). Some studies found that PBL gives a positive impact on 21 st Century skills, namely communication (Çakiroğlu & Erdemir, 2019;Owens & Hite, 2020;Rochmawati et al, 2019), collaboration (Çakiroğlu & Erdemir, 2019Rochmawati et al, 2019), critical thinking (Bell, 2010;Cortázar et al, 2021), and creativity (Barak & Yuan, 2021;Bell, 2010;Rochmawati et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Students’ Perception on the Implementation of Online Project-Based Learning in Teaching 4Cs

Haniah

Ngadiso

Setyaningsih

2021

ijeltal

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Project-based Learning is still being a prominent method to be investigated. As the rapid advancement of technology has resulted in a more user-friendly virtual learning environment, this study aimed to investigate the implementation of Online PBL in teaching 4Cs. A total of 33 fifth-semester students, 22 females & 11 males, of a public university in Central Java were involved in this study. Observation and Likert-scale questionnaires were employed in collecting the data. By calculating the overall score per item, the data were analyzed using descriptive statistics. The result of this study shows five stages of Online PBL implementation starting from selecting the topic and the purpose, outlining the project, rehearsing the product, presenting the product, and assessing the product. Online PBL helps students to master creativity and innovation skills, communication skills, critical thinking skills, and collaboration skills. Based on the positive responses from students, Online PBL becomes a suggested method for assisting students in acquiring the 4Cs.

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“…Dalam pembelajaran matematika tidak semua topik pembelajaran dapat menggunakan teknologi, menjadi tantangan untuk mengemas pembelajaran matematika dengan berbasis project dan melibatkan STEM seperti yang diungkapkan oleh Priatna et al (2020) pembelajaran berbasis project lebih umum digunakan pada pembelajaran sains dari pada pembelajaran matematika, sehingga menjadi tantangan untuk menggunakan pembelajaran berbasis project pada pada topik-topik matematika. Owens & Hite (2020) pembelajaran PjBL dengan STEM dan berkolaborasi melaksankan pembelajaran secara virtual pada beberapa negara yang dapat meningkatkan kemampuan matematis yaitu kemampuan komunkasi matematis siswa. Penelitian yang dilaksankan oleh Gulbahar & Tinmaz (2006) Dunia pendidikan sangat dinamis, hal ini menyesuaikan dengan kebutuhan pendidikan yang bukan hanya mempersiapkan siswanya untuk mempunyai pengetahuan, namun juga mempersiapkan siswa untuk memiliki keterampilan yang akan digunakan dalam kehidupannya setelah lulus dari jenjang sekolah formal.…”

Section: Pendahuluanunclassified

Pedesaan Pengembangan Model Project-Based Learning Terintegrasi STEM untuk Meningkatkan Kemampuan Berpikir Kritis Matematis Siswa SMP

Priatna

Lorenzia

Muchlis

2020

JPP

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Pengembangan model project -based learning terintegrasi STEM di Sekolah Menengah Pertama belum banyak dilakukan. Padahal, integrasi STEM dalam pendidikan menjadi hal yang perlu untuk segera dilakukan mengingat tingginya kebutuhan akan SDM yang menguasai bidang STEM pada abad ke 21. Kebanyakan materi matematika disampaikan secara abstrak, sehingga mengakibatkan siswa tidak terlatih dalam mengembangkan kemampuan berpikir kritis matematis. Model pembelajaran yang dikembangkan ini memberi ruang kepada siswa untuk mengembangkan gagasannya dan mengaitkan dengan konsep dasar yang dimilikinya untuk menghasilkan produk sebagai proses untuk memahami konsep. Guru dapat mengembangkan aktivitas pembelajaran menjadi bermakna dengan keterlibatan siswa secara langsung dalam project. Penelitian ini bertujuan untuk mengembangkan suatu bahan ajar baru berbasis project yang menyajikan topik matematika dipadukan dengan bidang STEM lainnya. Berdasarkan data yang diperoleh secara kualitatif, rancangan bahan ajar seringkali mengalami perubahan susunan penyampaian bergantung pada keberagaman kemampuan siswa dan pengetahuan guru. Secara kuantitatif, model project -based learning terintegrasi STEM, dapat meningkatkan kemampuan berpikir kritis matematis siswa SMP.

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Enhancing student communication competencies in STEM using virtual global collaboration project based learning

Cited by 61 publications

References 41 publications

Project-Based Learning (PBL) and Its Impact on the Development of Interpersonal Competences in Higher Education

Project-Based Learning (PBL) and Its Impact on the Development of Interpersonal Competences in Higher Education

Students’ Perception on the Implementation of Online Project-Based Learning in Teaching 4Cs

Pedesaan Pengembangan Model Project-Based Learning Terintegrasi STEM untuk Meningkatkan Kemampuan Berpikir Kritis Matematis Siswa SMP

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