The Leadership Book

Thompson, Karen; Beak, Joel

doi:10.1177/1052562096297143

Cited by 13 publications

(5 citation statements)

References 16 publications

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“…PBL engages and encourages students to complete targeted work and enhances their learning (Thompson and Beak, 2007). As an innovative approach to learning, it employs a range of strategies to prepare students for success in the twenty-first century (Bell, 2010).…”

Section: Literature Reviewmentioning

confidence: 99%

Project-based learning (PBL): outcomes of students’ engagement in an external consultancy project in Oman

Belwal

Sufian

et al. 2020

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PurposeProject-Based Learning (PBL) is an innovative approach to learning that employs a multitude of strategies critical for success in the twenty-first century. It exposes students to the real world, opens an extended inquiry process, and boosts their communication skills and interdisciplinary learning. However, the extant literature on PBL places more emphasis on learning through internal rather than external projects. Industrial collaboration projects build partnerships and provide opportunities to work on real problems, often seeking multidisciplinary approaches. This study explores and suggests the benefits that students derived from their participation in an external research and consultancy project at a University in Oman.Design/methodology/approachThe study follows a qualitative analysis approach founded on an exploratory research design. In-depth interviews were conducted with ten research assistants, two research coordinators, and two project leaders involved in the project. The data from the interview were subjected to the thematic inductive qualitative analysis using Atlas.ti 8 software.FindingsThe results of the study revealed that students derived some direct academic benefits, mainly in the area of conducting research. The major learning happened mostly in non-academic areas, for they learned many things necessary for success in real-life work situations. The students benefited largely on behavioural skills and abilities such as communication, self-confidence, English language skills, planning, thinking, and time management skills. Altogether, project-based learning offered them a different skillset beyond what they usually acquire in the conventional teaching and learning environment.Practical implicationsThe outcomes of this research support the development of curriculum design and instructional pedagogy in higher education in a specific context, concluding that PBL has much to do with the practical aspects of learning and employability. The finding suggests that by engaging in PBL, students can develop certain skills that cannot be acquired in a conventional teaching environment. PBL enables self-learning and prepares students to deal with different situations and challenges on the ground while inculcating professionalism to act in real-life situations. This study advocates the introduction of some PBL based courses in the curriculum to nurture a balanced set of skills and abilities among business students.Social implicationsThe research outcomes support Oman’s Vision 2040 and one of its strategies for capacity building that aims to adopt innovative methods for individual/collective development of students, as well as for their life-long learning.Originality/valueProject-based learning described in this study provides a pedagogical way to connect university education to a real-life situation. These results offer promising prospects for infusing outdoor multidisciplinary projects in the course curriculum. This work bears significant value for educators in designing curriculum and facilitating projects, particularly in environments where students exhibit weaknesses or inhibitions to receive the knowledge, appropriately, from the conventional mode of teaching.

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Section: Literature Reviewmentioning

confidence: 99%

Project-based learning (PBL): outcomes of students’ engagement in an external consultancy project in Oman

Belwal

Sufian

et al. 2020

View full text Add to dashboard Cite

show abstract

“…Collaboration with practitioners in the community encourages students to build more diverse ideas. Krajcik and Blumenfeld (2005) and Thompson and Beak (2007) have explained that the environment around students is beneficial and can potentially engage students in a meaningful learning process.…”

Section: Discussionmentioning

confidence: 99%

“…The stimulus questions can lead students to capture real problems (Krajcik & Blumenfeld, 2005;Meijerman et al, 2016;Thompson & Beak, 2007). It is related to thematic learning in schools.…”

Section: Creativitymentioning

confidence: 99%

“…Second, this learning method allows students to conduct investigations to solve problems and capture the relationship between multiple ideas (Gomez-del Rio & Rodriguez, 2022). Third, a collaboration between students, lecturers, and parties outside the campus can enrich information, connect various views, and deepen understanding (Krajcik & Blumenfeld, 2005;Krajcik & Shin, 2014;Thompson & Beak, 2007). Fourth, communication makes it easier for students to get reinforcement in completing a project.…”

Section: Community-based Project Learningmentioning

confidence: 99%

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2024

EUROPEAN J ED RES

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Changes and challenges in the highly dynamic world of education require postgraduate students to manage their learning well and create something from their creative thinking according to the needs of the field. One of them is the activity of students in developing integrated natural science teaching materials is very necessary because learning at the primary level still uses integrated or thematic learning. Furthermore, students also need to be encouraged to be adaptive to these challenges by empowering their independence in learning. The ability to manage learning and creativity to create something new is highly prioritized for college graduates to contribute generously to their environment. This study aims to describe the empowerment of self-regulated learning and student creativity in developing natural science teaching materials in collaboration through community-based project learning. This study used a quasi-experimental design with a single-subject design type. The instruments used to retrieve data are creativity assessment rubrics and self-regulated learning questionnaires. The conclusion is that students are intrinsically and extrinsically motivated to fulfill the given tasks. Learning is essential for increasing competence, and learning strategies have been adjusted to the material's complexity or the difficulty level of the studied content. The aspect of student creativity in developing Integrated Science teaching materials shows the existence of change from stage one to the next and good categories.

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“…In line with Barron definition of PBL (Barron, 1998), this project is designed to be used for requiring the students to investigate thoroughly in order to attain better understanding. Thompson and Beak (2007) demonstrated the importance of such projects by providing the students with a comprehensive approach to linking the concepts and realities and engages students in a collaborative learning activity that challenges them as both individuals and group members. Rhodes and Garrick (2003) highlighted in their study the influence of PBL in bridging the theory with practical activities and they considered it as essential step to enter the real world and understanding the actual job conditions.…”

Section: Introductionmentioning

confidence: 99%

Integrated multidisciplinary Engineering Early Design Project: Approach and Reflections

Ghaith¹,

Nour²,

Al-Zubaidi³

et al. 2013

JCEPD

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This paper presents the implementation of vertical and horizontal integration of engineering education in an early design project. In this project, multi discipline first year engineering students were asked to design, build and test a device which can generate electricity from green energy sources. The project is embedded in the undergraduate mechanical engineering science course which is a core course for mechanical, automotive, engineering and management and civil engineering students. The structure of the project involves horizontally four first year students from different engineering departments and vertically a fourth year student as a group leader. The primary aims of this study were to investigate the applicability, efficiency and reflections of the early design project in developing the design skills and enhancing the student learning experience. Quantitative and qualitative surveys were conducted and analyzed to capture the reflections of the students and the project supervisors involved. The obtained results showed that the proposed early design project contributed to the personal gain of knowledge of students, improved their design skills and engaged them in constructive multi-disciplinary collaborative work. Also it demonstrated the importance of this design project in attaining the learning from practice and developing self-learning and presentation skills.

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The Leadership Book

Cited by 13 publications

References 16 publications

Project-based learning (PBL): outcomes of students’ engagement in an external consultancy project in Oman

Project-based learning (PBL): outcomes of students’ engagement in an external consultancy project in Oman

Untitled

Integrated multidisciplinary Engineering Early Design Project: Approach and Reflections

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