Lessons Learned Implementing Project-Based Learning in a Multi-Campus Blended Learning Environment

Autor/inn/en	Arantes do Amaral, Joao Alberto; Araujo, Cintia Rejane Möller; Lino dos Santos, Rebeca Júlia Rodrigues
Titel	Lessons Learned Implementing Project-Based Learning in a Multi-Campus Blended Learning Environment
Quelle	In: Journal of Problem Based Learning in Higher Education, 6 (2018) 2, S.1-31 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2246-0918
Schlagwörter	Blended Learning; Student Projects; Active Learning; Teaching Methods; Foreign Countries; Course Descriptions; Undergraduate Students; Campuses; Management Development; Learning Motivation; Withdrawal (Education); Nongovernmental Organizations; Information Technology; Brazil + Suchen Sie Ihr Suchwort? Schulprojekt; Aktives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Kursstrukturplan; Motivation for studies; Lernmotivation; Kursabbruch; Informationstechnologie; Brasilien
Abstract	In this article, we describe a project management course developed in a multi-campus, blended learning environment, with the participation of 14 NGOs. There were 70 undergraduate students involved, from three campuses of the Federal University of São Paulo, Brazil. We discuss how the course was conceptualized, provide an outline of its curriculum and online components, and analyze its successes and failures. To gather data, we used a convergent parallel mixed method approach, and we analyzed this data by means of a systemic analysis. We found that working with real clients on real projects, in a multi-campus blended learning environment, increases the students' motivation to learn, develop skills, and complete projects. However, the occurrence of students dropping out of the course is demotivating and stressful to the remaining students and to the community partners. We also found that the distances involved (between campuses and between campuses and NGO facilities), along with course schedule conflicts, make it difficult to establish rhythms between face-to-face activities and online activities. However, we also found that the intensive use of information technology can help overcome problems caused by distance and course schedule conflicts. (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	2020/1/01