Project-based Learning as the Atmoshphere for Promoting Students’ Communication Skills

Saenab, Sitti; Yunus, Sitti Rahma; Saleh, Andi Rahmat; Virninda, Andi Nurul; Lodang, Hamka; Sofyan, Nurul Arifah

doi:10.1088/1742-6596/1028/1/012026

Cited by 18 publications

(21 citation statements)

References 2 publications

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“…The significant difference was at 0.01 level. These findings are consistent with many other studies that revealed significant impact for project-based learning whether face to face or online on communication skills such as Saenab et al (2018), Kovalyova et al (2016) Concerning the fourth hypothesis, the findings revealed that there is a statistically significant difference between the mean scores of the study participants on the pre and post application of the overall observation checklist for collaboration skills and on each skill separately in favor of the post application. Also, results showed variation in the significant differences among the collaboration skills as follows: Participate effectively with diverse teams (8.2), Show flexibility and willingness to compromise to achieve a common goal (6.4), value the individual contributions made by each team member (4.07).…”

Section: Discussionsupporting

confidence: 91%

“…Sydney (2014), presented a very simple definition for critical thinking considering it to be that type of thinking that has a purpose. Despite these several definitions found in literature about critical thinking, there is an agreement among educators and scholar that critical thinking is considered a meta-cognitive process (Saleh, 2019).…”

Section: Critical Thinkingmentioning

confidence: 99%

“…Also, they have to be aware in advance of the complexity of critical thinking due to social, cultural, and contextual considerations. Therefore, ESL and EFL teachers are encouraged to select appropriate strategies that can be adopted in order to help in developing this necessary skill among ESL and EFL students (Rear, 2017;Saleh, 2019).…”

Section: Critical Thinkingmentioning

confidence: 99%

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The Effect of a Proposed Blended Project-Based Learning Program on Developing the 4Cs Skills for Secondary Stage Students

Badr

2021

المجلة التربوية لکلية التربية بسوهاج

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The purpose of this study was to investigate the effect of a proposed blended project-based learning program on developing the 4cs skills (critical thinking, creative thinking, communication, and collaboration skills) for secondary stage students. The study employed the one-group pretest-posttest quasiexperimental design. The participants were 30 first year secondary stage students at Hassan Abu Bakr Distinguished Governmental Language School in El-Qanater Elkhairya Educational Administration in Qualybia Governorate. The instruments of the study included a list of critical thinking skills, a list of creative thinking skills, a list of communication skills, a list of collaboration skills, a critical thinking test, a pre-post creative thinking test, an observation checklist for communication skills and an observation checklist for collaboration skills. The pre/post critical thinking test, the creative thinking test, and the observation checklists for both communication and collaboration skills were pre administered to the study group. Then, the study group was trained through the proposed blended project-based learning program to develop the 4 Cs skills (critical thinking, creative thinking, communication, and collaboration). The measurement instruments of the study were post administered to the study group. Findings of the study revealed that the blended projectbased learning program proved to be effective in developing the 4Cs skills for the study group.

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Section: Discussionsupporting

confidence: 91%

Section: Critical Thinkingmentioning

confidence: 99%

Section: Critical Thinkingmentioning

confidence: 99%

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The Effect of a Proposed Blended Project-Based Learning Program on Developing the 4Cs Skills for Secondary Stage Students

Badr

2021

المجلة التربوية لکلية التربية بسوهاج

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“…Thus, emphasis has been diverted to so-called twenty-first century skills (Crane, 2003 ; Saavedra and Opfer, 2012 ; Trilling and Fadel, 2012 ), with focus on the 4C super-skills, i.e., communication, collaboration, creativity, and critical thinking (Shulman, 1986 ; Kivunja, 2015 ). This focus has created several new pedagogies, such as to provide students with the opportunity, within the classroom, to observe, imitate, and practice critical agency , and reflect upon it (ten Dam and Volman, 2004 ); collaborate by learning to share tasks and resources and be responsible for their tasks (Lai et al, 2017 ); engage in inter-, trans-, and cross-disciplinary approaches to promote creativity (Harris and de Bruin, 2018 ); and use project-based learning as the basis for improving communication skills (Saenab et al, 2018 ).…”

Section: Introductionmentioning

confidence: 99%

Robot-Supported Collaborative Learning (RSCL): Social Robots as Teaching Assistants for Higher Education Small Group Facilitation

2020

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Acknowledging the benefits of active learning and the importance of collaboration skills, the higher education system has started to transform toward utilization of group activities into lecture hall culture. In this study, a novel interaction has been introduced, wherein a social robot facilitated a small collaborative group activity of students in higher education. Thirty-six students completed a 3 h activity that covered the main content of a course in Human Computer Interaction. In this within-subject study, the students worked in groups of four on three activities, moving between three conditions: instructor facilitation of several groups using pen and paper for the activity; tablets facilitation, also used for the activity; and robot facilitation, using tablets for the activity. The robot facilitated the activity by introducing the different tasks, ensuring proper time management, and encouraging discussion among the students. This study examined the effects of facilitation type on attitudes toward the activity facilitation, the group activity, and the robot, using quantitative, and qualitative measures. Overall students perceived the robot positively, as friendly and responsive, even though the robot did not directly respond to the students' verbal communications. While most survey items did not convey significant differences between the robot, tablet, or instructor, we found significant correlations between perceptions of the robot, and attitudes toward the activity facilitation, and the group activity. Qualitative data revealed the drawbacks and benefits of the robot, as well as its relative perceived advantages over a human facilitator, such as better time management, objectivity, and efficiency. These results suggest that the robot's complementary characteristics enable a higher quality learning environment, that corresponds with students' requirements and that a Robot Supportive Collaborative Learning (RSCL) is a promising novel paradigm for higher education.

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“…The steps of the PjBL model in this study are based on [11] which consists of five steps, namely: (1) Finding ideas, (2) Designing projects, (3) Arranging project arrangements, (4) Implementing projects, and (5) Assess the product produced. increasing collaborative abilities [7], (4) improving communication skills [7], (5) increasing skills to manage learning resources [13], (6) make learning fun [14], (7) improve student ethics [13], (8) increase student creativity [15], (9) reduce the level of anxiety / fear during learning activities teaching [16], (10) improving problem solving skills [17], (11) improving resource management skills [17].…”

Section: A Project Based Learning (Pjbl) Modelmentioning

confidence: 99%

Implementation of Project-Based Learning (PjBL) in Collaboration Skills and Communication Skills of Students

Sagala¹,

Simajuntak²,

Bukit³

et al. 2019

Proceedings of the 4th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2019)

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This study aims to (1) determine an increase in collaboration and communication skills through project-based learning, (2) determine the relationship of collaboration skills and communication skills through project-based learning. The population of this research is six classes XI MIA and a sample of this research are two classes, an experiment class with projectbased learning and a control class with conventional. The instrument of collaboration and communication skills are the observation sheet and questionnaire. Improved collaboration and communication skills were analyzed using normalized gain (Ngain). A collaborative relationship with communication using the correlation test. N-gain results show that project-based learning can improve student's collaboration and communication skills, each in the medium category. The relationship between collaboration and communication skills shows a positive direction, which means that the more the collaboration skills increase, the better the student's communication skills.

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Project-based Learning as the Atmoshphere for Promoting Students’ Communication Skills

Cited by 18 publications

References 2 publications

The Effect of a Proposed Blended Project-Based Learning Program on Developing the 4Cs Skills for Secondary Stage Students

The Effect of a Proposed Blended Project-Based Learning Program on Developing the 4Cs Skills for Secondary Stage Students

Robot-Supported Collaborative Learning (RSCL): Social Robots as Teaching Assistants for Higher Education Small Group Facilitation

Implementation of Project-Based Learning (PjBL) in Collaboration Skills and Communication Skills of Students

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