Variations in Project-Based Course Design

Autor/inn/en	Son, Eun Hye; Penry, Tara
Titel	Variations in Project-Based Course Design
Quelle	In: Journal of Problem Based Learning in Higher Education, 10 (2022) 1, S.58-73 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Student Projects; Active Learning; Curriculum Design; Cooperative Learning; Teaching Styles; State Universities; Matrices; Scaffolding (Teaching Technique) + Suchen Sie Ihr Suchwort? Schulprojekt; Aktives Lernen; Lehrplangestaltung; Kooperatives Lernen; Lehrstil; Unterrichtsstil; Staatliche Universität; Matrizenrechnung
Abstract	Project-based learning (PjBL) is seeing increasing scholarly interest and pedagogical use in higher education, but instances of PjBL do not necessarily seek the same educational outcomes. Using the grounded theory method, the authors plot five courses in a PjBL program on a matrix of course design characteristics ranging from Fixed to Flexible and Individualistic to Cooperative. They describe four major variations of PjBL based on this matrix. Recognizing that PjBL courses vary in their use of student choice and student collaboration, the authors make recommendations for assessment researchers and for teachers wishing to develop new strategies that fit their institutional and disciplinary contexts. (As Provided).
Anmerkungen	Aalborg University Press. Skjernvej 4A, 2.sal, 9000, Aalborg, Denmark. Web site: http://journals.aau.dk/index.php/pbl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01