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Project-based learning

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Articles 211 - 215 of 215

Full-Text Articles in Education

The Impacts Of A Project-Based Research Course: A Mixed Method Survey Of Students, Alumni, And Teachers In Li-Shan High School, Taipei, Taiwan, Peiyu Lee Jan 2010

The Impacts Of A Project-Based Research Course: A Mixed Method Survey Of Students, Alumni, And Teachers In Li-Shan High School, Taipei, Taiwan, Peiyu Lee

All Graduate Theses, Dissertations, and Other Capstone Projects

This thesis presented the results of a mixed-method study of the impact of a Project-based Research course in a public high school in Taipei, Taiwan. The purpose of this study was to examine the impact of the Project-based Research course from the perspectives of the current students, alumni, and teachers. The high school incorporated traditional education and project-based learning models as their teaching methods. When both students and teachers had to face the dual pressure of adhering to both models, it was unknown if the project-based learning had the same influence as indicated in the research literature on project-based learning. …

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Online Collaborative Learning In A Project-Based Learning Environment In Taiwan: A Case Study On Undergraduate Students’ Perspectives, Ke Zhang, Shiang Wuu Peng, Jui-Long Hung Jun 2009

Online Collaborative Learning In A Project-Based Learning Environment In Taiwan: A Case Study On Undergraduate Students’ Perspectives, Ke Zhang, Shiang Wuu Peng, Jui-Long Hung

Educational Technology Faculty Publications and Presentations

This case study investigated undergraduate students’ first experience in online collaborative learning in a project-based learning (PBL) environment in Taiwan. Data were collected through interviews of 48 students, instructor’s field notes, researchers' online observations, students’ online discourse and group artifacts. The findings revealed interesting phenomena as results of cultural influences as well as educational system impacts. Students experienced first handed various learning benefits of PBL in the intensive six-week period, yet voiced serious concerns about the changed role of the instructor, as well as strong reservations on peer collaboration as a result of the competitive tradition in education. Obviously, online …

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The Wheel Garden: Project Based Learning For Cross Curriculum Education, Sherry S. Herron, Douglas Magomo, Paula Rae Gossard Jan 2008

The Wheel Garden: Project Based Learning For Cross Curriculum Education, Sherry S. Herron, Douglas Magomo, Paula Rae Gossard

Faculty Publications

In this article, we discuss project-based learning in the context of a wheel garden as an instructional tool in science and mathematics education. A wheel garden provides multiple opportunities to teach across the curriculum, to integrate disciplines, and to promote community involvement. Grounded in the theoretical framework of constructivism, the wheel garden provides a multidisciplined educational tool that provides a hands-on, non-traditional arena for learning. We will examine some of the cultural, art, science, and mathematics connections made with this project

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The Underutilization Of Internet And Communication Technology-Assisted Collaborative Project-Based Learning Among International Educators: A Delphi Study, Barry S. Kramer, Andrew Walker, Jennifer M. Brill Jul 2007

The Underutilization Of Internet And Communication Technology-Assisted Collaborative Project-Based Learning Among International Educators: A Delphi Study, Barry S. Kramer, Andrew Walker, Jennifer M. Brill

Instructional Technology and Learning Sciences Faculty Publications

This study explores the barriers associated with teachers implementing Internet and Communication Technology-assisted Collaborative Project-based Learning (ICTCPrjBL) as a classroom teaching methodology with students. We used a Web-based Delphi method to engage experienced educators in anonymous consensus building consisting of three rounds of surveys. The Round 1 analysis yielded 51 barriers. The Round 2 analysis produced descriptive statistics (range, mean, and standard deviation) on the importance of each barrier. The Round 3 analysis confirmed 16 of the 51 (31.4%) barriers as “moderately significant” to “very significant” to implementing ICTCPrjBL. Important contributions of this study include: (a) identification of barriers to …

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An Analysis Of Student Collaboration And Task Completion Through Project Based Learning In A Web-Supported Undergraduate Course, William Randall Thomas Jan 2002

An Analysis Of Student Collaboration And Task Completion Through Project Based Learning In A Web-Supported Undergraduate Course, William Randall Thomas

LSU Doctoral Dissertations

Over the past decade calls for reform in higher education have emphasized that education should become less instructor centered with students taking a more active role in their learning. Moreover, there is increasing pressure on university professors to implement student centered teaching strategies that negate time and place restrictions of the classroom by integrating technologies that support the active engagement of students through Internet based applications. The goal of this study was to gain insights into the interactions that occur in online communications in a project-based learning activity. Twenty-one undergraduate students participated in the study while completing a component of …

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