Assessment of Outcomes in Collaborative Project-Based Learning in Online Courses

2016 ◽  
pp. 351-361 ◽  
Author(s):  
Dmitrii A. Ivaniushin ◽  
Andrey V. Lyamin ◽  
Dmitrii S. Kopylov
Keyword(s):  
Online Courses ◽  
Project Based Learning ◽  
Collaborative Project

Intercultural Collaborative Project-Based Learning in Online Environments

2011 ◽  
pp. 286-297
Author(s):  
Karen L. Murphy ◽  
Yakut Gazi ◽  
Lauren Cifuentes
Keyword(s):  
Learning Environments ◽  
Communication Systems ◽  
Online Courses ◽  
Online Communication ◽  
Technical Support ◽  
Asynchronous Communication ◽  
Project Based Learning ◽  
Collaborative Project ◽  
Communication Practices ◽  
Cultural Discontinuities

This chapter addresses the question, “How can we overcome potential cultural discontinuities in online collaborative project-based learning environments?” The authors first identify differing worldviews, communication practices, and technological issues that can present barriers that frequently arise in intercultural online courses. They then identify constructivist project-based teaching strategies that reduce these intercultural barriers. Differing worldviews can be reconciled by fostering collaboration, grouping, relevance, and metacognition. Communication barriers can be minimized by attention to language and community building. Technological problems can be reduced by using asynchronous communication, simplifying online communication systems, and providing technical training and ongoing technical support. The chapter concludes with a model for a polycentric culture that minimizes differences among individuals in terms of their worldviews, communication practices, and technological issues.

scholarly journals Designing ESP Courses: Principles & Specificities

2021 ◽  
Vol 3 (1) ◽  
pp. 62-74
Author(s):  
D. Stoyanova
Keyword(s):  
Learning Outcomes ◽  
Online Courses ◽  
Project Based Learning ◽  
English For Specific Purposes ◽  
Professional Communication ◽  
Course Development ◽  
Teaching English ◽  
Specific Level ◽  
Characteristic Features ◽  
Step Algorithm

The article is aimed at specialists in teaching English for professional communication and is dedicated to development of courses of English for Specific Purposes (ESP). The author describes characteristic features of such courses, that need to be considered by methodologists, and describes an algorithm that has been successfully used in course development at Skyes University and Skyeng online school. Besides the step-by-step algorithm, the article describes tools that are needed to successfully develop an ESP course: tools to check the text CEFR level, tools to select learning outcomes, vocabulary and grammar functions for a specific level of language acquisition, goals and professional area. The article also lists tools to ensure the pragmatic value of the course being developed and reasons for using particular approaches and techniques in teaching, such as Task-based learning, Project-based learning, case studies. All the methods and techniques, described by the author, are illustrated with examples from online courses that have been designed and used by Skyeng and Skyes University platform. The algorithm and set of tools will be useful for development not only of online courses but also of textbooks of English for Specific purposes and professional communication.

scholarly journals Assessing Collaborative, Project-based Learning Models in Introductory Science Courses

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Kristin Huysken ◽  
Harold Olivey ◽  
Kevin McElmurry ◽  
Ming Gao ◽  
Peter Avis
Keyword(s):  
Student Performance ◽  
Cell Biology ◽  
Problem Based Learning ◽  
Learning Model ◽  
Project Based Learning ◽  
Learning Models ◽  
Collaborative Project ◽  
First Semester ◽  
Student Teams ◽  
Introductory Biology Course

Collaborative, project-based learning models have been shown to benefit student learning and engagement in the STEM disciplines. This case study evaluates the use of highly collaborative project- and problem-based learning models in introductory courses in the geosciences and biology. In the geosciences, we developed project-based modules with a strong local focus. Student teams worked on three project-based laboratories dealing with the local geology/geomorphology, water quality of a local stream, and local flooding issues. These replaced traditionally taught laboratories on topographic maps and rivers and streams. Student teams presented project results in lieu of taking a traditional laboratory practical. In biology, we designed a collaborative learning model that incorporated three problem-based learning modules into a first-semester introductory biology course. Students were assigned topics in evolution, cell biology and genetics to research independently during the course of the semester, with each module culminating in a brief presentation on the topic. Modules were designed to mirror concepts being covered in the lecture. Preliminary results suggest that student performance and attitudes towards course material benefitted from this learning model. The authors consider outcomes, benefits, and challenges to students and instructors.

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