Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Educational Methods (2)
- Instructional Media Design (2)
- Architectural Engineering (1)
- Architecture (1)
- Art Education (1)
-
- Curriculum and Instruction (1)
- Education Policy (1)
- Educational Assessment, Evaluation, and Research (1)
- Educational Leadership (1)
- Educational Psychology (1)
- Elementary Education (1)
- Online and Distance Education (1)
- Other Education (1)
- Public Affairs, Public Policy and Public Administration (1)
- Secondary Education (1)
- Social and Behavioral Sciences (1)
- Teacher Education and Professional Development (1)
- Institution
- Publication
- Publication Type
Articles 1 - 10 of 10
Full-Text Articles in Education
Peer Feedback To Facilitate Project-Based Learning In An Online Environment, Yu-Hui Ching, Yu-Chang Hsu
Peer Feedback To Facilitate Project-Based Learning In An Online Environment, Yu-Hui Ching, Yu-Chang Hsu
Educational Technology Faculty Publications and Presentations
There has been limited research examining the pedagogical benefits of peer feedback for facilitating project-based learning in an online environment. Using a mixed method approach, this paper examines graduate students’ participation and perceptions of peer feedback activity that supports project-based learning in an online instructional design course. Our findings indicate that peer feedback can be implemented in an online learning environment to effectively support project-based learning. Students actively participated in the peer feedback activity and responded positively about how the peer feedback activity facilitated their project-based learning experiences. The results of content analysis exploring the peer feedback reveal that learners …
Ideas Of And Attitudes Towards Projects And Changing Practices: Voices Of Four Teachers, Saurav Shome, Chitra Natarajan
Ideas Of And Attitudes Towards Projects And Changing Practices: Voices Of Four Teachers, Saurav Shome, Chitra Natarajan
Australian Journal of Teacher Education
The paper reports a study of the project practices of four Indian middle school teachers, elicited through semi-structured interviews of individual teachers. The teachers also responded to a proposal to modify four aspects of existing project practices, viz. subject integration, assessment, group work, and management of resources. The aspects were derived to be significant from the recommendations of the Indian National Curriculum Framework (2005), and based on research literature on project-based learning (PBL). The study found that teachers largely used projects as motivating exercises before teaching, or an activity for applying what was learnt. Hence, they associated fluid meanings to …
Student Experiences Of A Project-Based Learning Module, Gavin Duffy, Ted Burke, Shannon Chance, Brian Bowe, Robert Howard
Student Experiences Of A Project-Based Learning Module, Gavin Duffy, Ted Burke, Shannon Chance, Brian Bowe, Robert Howard
Conference papers
In this paper we investigate the experiences of first year electrical engineering students of a project-based learning (PBL) module in which students work in groups to design and build a robot to compete in a sumo wrestling competition. The 5 ECTS module is the first PBL module encountered by the students in this programme and is the only module of its kind in first year in which students work in groups and assessment and feedback are based on both process skills and technical knowledge. The module is designed to be student-centred, i.e. the student is encouraged to actively control and …
Supporting Student Self-Regulated Learning In Problem- And Project-Based Learning, Mary C. English, Anastasia Kitsantas
Supporting Student Self-Regulated Learning In Problem- And Project-Based Learning, Mary C. English, Anastasia Kitsantas
Interdisciplinary Journal of Problem-Based Learning
In order to be successful in problem- or project-based learning (PBL), students must take responsibility for the learning process by setting goals, monitoring, reflecting, and sustaining their motivation from the beginning of the project until the end. However, for many students, these processes do not occur naturally or easily. Therefore, the learning environment and teaching practices in PBL must be designed with intention to support students’ self-regulated learning (SRL). This paper describes specific learning environment features and teaching practices that have been shown to foster student responsibility for learning in each phase of PBL, with the purpose of providing educators …
The Potential Of A First Lego League Robotics Program In Teaching 21st Century Skills: An Exploratory Study, Yuxin Ma, Douglas C. Williams
The Potential Of A First Lego League Robotics Program In Teaching 21st Century Skills: An Exploratory Study, Yuxin Ma, Douglas C. Williams
Journal of Educational Technology Development and Exchange (JETDE)
Business and political leaders in the US call for schools to teach 21st century skills. In the meantime, researchers call for more research to develop curriculum that teach 21st century skills. In this study, the authors examine the experience of a First LEGO League (FLL) robotics team to explore the potential of FLL for teaching 21stcentury skills. We found that the program provided opportunities for learning many 21st century skills such as systems thinking, decision making, problem solving, teamwork, conflict resolution, flexibility, perseverance, and selfmanagement. We also found that instructional strategies such as modeling, coaching, …
Definitions And Uses: Case Study Of Teachers Implementing Project-Based Learning, Suha R. Tamim, Michael M. Grant
Definitions And Uses: Case Study Of Teachers Implementing Project-Based Learning, Suha R. Tamim, Michael M. Grant
Interdisciplinary Journal of Problem-Based Learning
The purpose of this descriptive study was to explore inservice teachers’ definitions of project based learning (PjBL) and their accounts on the meaning of their PjBL implementations. A purposive sample of six teachers from grades four through twelve in public and private schools participated. Three themes evolved from inductive analysis: (1) teachers define PjBL through its perceived advantages on learning, (2) teachers vary in their use of PjBL over the continuum of the learning process, and (3) teachers adopt student-centered approaches in PjBL. Interpretations and implications of the findings are also presented.
Going Public : Authentic Teaching And Learning Through Publication, Katherine Concotta Donahue
Going Public : Authentic Teaching And Learning Through Publication, Katherine Concotta Donahue
Graduate Student Independent Studies
As the burdens of high-stakes testing and teacher evaluation systems move toward more quantitative measures, it is even more pressing to preserve the sanctity of creative teaching and learning endeavors. It is with this in mind that the author strives to present a collaborative, project-based learning experience that is at once authentic and aligned to nationally recognized standards for excellence in teaching and learning.
"Kids Create" : The Development Of An Out-Of-School Program For Creative, Empowered Exploration In Hudson, New York, Bonnie Scott Jones
"Kids Create" : The Development Of An Out-Of-School Program For Creative, Empowered Exploration In Hudson, New York, Bonnie Scott Jones
Graduate Student Independent Studies
Describes the design and implementation of an out-of-school program that the author developed and facilitated in Hudson, New York. The program, "Kids Create," provides elementary school-aged children with opportunities for creative, empowered exploration through project-based "design and build" workshops.
Contextual Pedagogy: A Praxis Engaging Black Male High School Students Toward Eliminating The Achievement Gap, Timothy Alan Berry
Contextual Pedagogy: A Praxis Engaging Black Male High School Students Toward Eliminating The Achievement Gap, Timothy Alan Berry
All Graduate Theses, Dissertations, and Other Capstone Projects
Problems facing black male students in K-12 education are as multiple as they are complex. Regarding this issue, the research literature revealed three major themes that came to the foreground: 1) the lack of school engagement, 2) academic achievement gaps, and 3) racism. In response, the purpose of this qualitative research study was to explore the contextual pedagogical influences of Project-Based Learning (PBL) on school engagement, creativity, and problem solving for fourteen black male students in a suburban Minnesota high school. The methodology for this was an instrumental case study (i.e., seeking understanding of phenomena beyond the case itself). Findings …
Using Architecture Pedagogy To Enhance Engineering Education, Shannon Chance, Mike Murphy, Gavin Duffy, Brian Bowe
Using Architecture Pedagogy To Enhance Engineering Education, Shannon Chance, Mike Murphy, Gavin Duffy, Brian Bowe
Conference papers
Based on evidence, numerous advisory boards and scholars insist engineering education must change (NSB, 2007; McKenna, Froyd, King, Litzinger, & Seymour, 2011) and that hands-on, inquiry-driven, project-based learning pedagogies can enhance STEM education (Boyer & Mitgang, 1996). These pedagogies have formed the core of architectural education since the Renaissance and have been in continuous use since that time. As such, engineering educators can benefit from observing how architecture students learn and understanding how they are taught. Likewise, architecture can benefit from applying the group-based learning strategies employed by engineering teachers who use studentcentered, project-based pedagogies. Trans-disciplinary approaches hold particular merit.