Undergraduate students’ perceptions of Project-Based Learning (PBL) effectiveness: A case report in the Colombian Caribbean

Project-based Learning as a Tool for Student-Teachers’ Professional Development: A Study in an Omani EFL Teacher Education Program

“…The findings revealed by this study support what has been reported in the literature in terms of the benefits obtained by students through the adoption of and engagement with PBL (Pacheco et al, 2018;Assaf, 2018;Miller et al, 2012). It particularly adds to the literature in teacher preparation programs in general, and the Omani context in particular, especially that no previous studies investigated the use of PBL in the Omani teacher preparation setting.…”

“…Students participating in the study worked on a design project used to assess if they fulfilled the learning outcomes which focussed on engineering soft skills and project management skills including the ability to communicate effectively, to work collaboratively in a team, to think both critically and creatively, and to manage projects efficiently with realistic constraints and standards. Similar results were also reported in other disciplines such as geosciences and biology (Huysken, Olivey, McElmurry, Gao and Avis, 2019), economics (Pacheco, Guerra, Aguado and McGarry, 2018), social studies (Ciftsi, 2015), medical education (Kim, 2020), and business (Huang & Lin, 2017). The benefits of adopting PBL has also surpassed learners to instructors.…”

“…Students also reported that PBL helps connect them to their college study, and future job and helps them develop more positive attitudes towards course content. Students in the present study also reported the benefits of PBL in helping them understand the main concepts of the course and the connection between them, hence meeting its objectives (Assaf, 2018;Miller et al, 2012;Pacheco et al, 2018).…”

“…Studies on content area classes at the university level report several benefits for the use of PBL, such as the development of cross-curricular competencies including autonomy, teamwork, problem solving and critical thinking (Pacheco et al, 2018), as well as student interaction and collaboration (El-Maaddawy et al, 2018;Gao & Avis, 2019;Huysken et al, 2018;Rooij, 2009). In the neighbouring Qatari higher education context, Khandakar et al (2020) report on a case study where they employed a multi-course project-based learning (MPL) approach in two electrical engineering interdisciplinary undergraduate courses at Qatar University and investigated its impact on Education for Sustainable Development.…”

Impact of Project-Based Learning on Networking and Communications Competences

“…In this regard, project-based learning is developed by the theory of active learning which is constructivism, and is a learning model that allows to increase learning in students; the habit and the creation of new learning practices, because students have to originally think for the real-life problem, the solution, centered on the student as it allows constant discovery [20]. In the same sense, it encourages the development of transversal competences and promotes autonomy [21]. To www.ijacsa.thesai.org obtain a good learning requires learning environments of higher education conducive to a better development of metacognitive competences [22].…”