Project-Based Learning

Abstract

Project-based learning (PBL) is a teaching approach designed for active learning processes. In PBL, students produce solutions to real-life problems. While they are trying to find solutions for a defined problem, they collect, classify, and comprehend data. As PBL is a student-centred approach; it is motivational because it appeals to the students' personal differences and supports students' socialization, thinking, and self-regulation skills. PBL focuses on individual differences in a learning process whereas the evaluation of the PBL focuses on multiple points of view. Some of the basic evaluation techniques are performance-based assessment, portfolio, journal, authentic assessment (rubric). There are 13 different project-based learning approaches including community studies, designing technological gadgets, environmental projects, expeditionary projects, field study, foxfire approach, micro-society studies, museum approach, problem-based approach, project approach in early childhood education, senior project approach, service learning, and work-based learning approaches.

Online teaching and learning in higher education: Lessons learned in crisis situations

“…CoP artifacts for group-level regulation. Particularly in collaborative activities – which are central elements in problem-based and project-based learning approaches (e.g., Barrows & Tamblyn, 1980 ; Dilekli, 2020 , pp. 53–68; Hmelo-Silver, 2004 ; Kim & Lim, 2018 ) – co-regulation and socially shared regulation have to be supported in addition to self-regulation (see Järvelä & Hadwin, 2013 ; Miller & Hadwin, 2015 ).…”

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

“…Project-based learning is a student-centered instructional method where the students work collaboratively to accomplish certain objectives through a valuable project which is guided by an extended inquiry process (Bell, 2010;Kubiatko & Vaculová, 2011;Moss, 1997). PBL enables students to learn through real-world projects while encouraging them, improving their problem-solving and reasoning skills, and empowering them to open their minds (Dilekli, 2020;Velez & Power, 2020). There are four main stages in project-based learning (Bell, 2010;Stanly, 2000, Markham et al 2011, it begins with starting the project (selecting the topic, drafting inquiry, deciding the final product), developing the project (gathering information, group discussion), reporting the project (presenting the final product, gaining some feedback), assessing the project (grading, self-evaluation, project-reflection).…”

Promoting critical thinking in an online, project-based course

“…Project-based learning is one educational methodology that improves communication skills and promotes critical thinking ( Wengrowicz et al, 2017 ). It promotes learning based on real-life projects ( Dilekli, 2020 , p. p53), while motivating students; helping improve their problem-solving and argumentation skills, and encouraging them to broaden their minds ( Velez & Power, 2020 ). This involves working autonomously in teams to tackle open-ended problems, from the research phase through to developing a final product ( Usher & Barak, 2018 ), thus boosting their intellectual development ( Wengrowicz et al, 2017 ).…”