Problem and project-based learning as an educational philosophy: A novel conceptual model for higher education

2021 ◽  
Vol 9 (3) ◽  
pp. 774-789
Author(s):  
Güneş Korkmaz ◽  
Keyword(s):  
Higher Education ◽  
Conceptual Model ◽  
Educational Philosophy ◽  
Teaching Method ◽  
Project Based Learning ◽  
Theory And Practice ◽  
Narrative Approach ◽  
Educational Transformation ◽  
Pbl Model ◽  
Shed Light

Educational transformation at universities driven by the radical changes in society, culture, politics, economy, technology and industry has changed the knowledge, skills and competences demanded from individuals in professional life. This has also led to the problem and project-based learning (PBL) to gain importance once again. PBL is a learning model that all curriculum components are oriented at problems. This study aims to analyze the evolution of PBL from a teaching method to educational philosophy and to propose a novel conceptual model for an institution-level PBL design. This paper is based on a narrative approach to analyze the literature, proposes new relationships among constructs and creates links between existing theories to give a novel and broader insight to the theories using a combination of theory synthesis, adaptation, typology, and model. We think that problem and project-based learning should be considered together to create a framework to design a curriculum in higher education to bridge the gap between theory and practice. Also, we believe that the PBL model we proposed in our study can shed light on the practice of the universities in performing their educational and societal roles.

scholarly journals Seminar som undervisningsform i høgere utdanning

2020 ◽  
pp. 81-97
Author(s):  
Anne Røisehagen
Keyword(s):  
Higher Education ◽  
Situated Learning ◽  
Empirical Data ◽  
Teaching Method ◽  
Theory And Practice ◽  
Vocational Teachers ◽  
Teachers And Students ◽  
University Colleges ◽  
Shed Light

Seminar is a form of teaching that is widely used in universities and university colleges in Norway. The article asks three questions about the seminar as a form of teaching: what is a seminar, how can seminars be used, and why should seminars be used as a teaching method in higher education. The article’s empirical data is taken from a case study conducted by the author, and revolves seminars as a learning arena in higher education. The chapter refers to a concrete programme and the conduction of a seminar in order to shed light on the importance of student-active learning forms. In addition, references are made to statements from both vocational teachers and students who have participated in the research study. Through analysis of empirical findings and concrete examples, theory is mainly derived from collaborative learning, situated learning and the importance of reflection for learning. One of the main findings is that seminars must be well planned, there must be high commitment on the vocational teachers’ part, and there must be a clear connection between themes in lectures and seminars. The students experience that they gain an understanding of the connection between theory and practice by having a lecture on one day, and a seminar built on the same theme two days later. The students also express through evaluation that they experience the seminars as educational, engaging, challenging and motivating.

scholarly journals Underpinning the entrepreneurship educator’s toolkit: conceptualising the influence of educational philosophies and theory

2021 ◽  
Author(s):  
Robin Bell
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Educational Philosophy ◽  
Entrepreneurship Education ◽  
Theory And Practice ◽  
Learning Theories ◽  
Philosophical Orientation ◽  
Education Literature ◽  
Educational Philosophies ◽  
Literature Theory

AbstractEntrepreneurship educators can maximise the effectiveness of their delivery by having a firm grasp of the different educational philosophies and theories that underpin entrepreneurship education pedagogy and practice. A particular educational philosophical orientation underlies, directs, and drives educator practices and should align with what the teaching seeks to impart and achieve, and the roles the learners and educator play in the learning process. Whilst educators might not always be explicitly aware of their philosophical orientation, it will direct and drive their pedagogic practice and have implications for what they deliver, and how they deliver it. The benefits of bringing together different learning theories, philosophies, and approaches for entrepreneurship education has previously been posited in the literature. However, it has been highlighted that connections between educational theory and practice are limited, and that the field of entrepreneurship education could be advanced through providing links between education literature, theory, and learning. This paper advances the literature by linking educational philosophy and theory to entrepreneurship education and pedagogy in higher education. It discusses and highlights how behaviourism, cognitivism, constructivism, and humanism can be used to underpin and support learning in entrepreneurship education. This meets calls for the conceptualisation of how educational philosophies and theories can be integrated into entrepreneurship education to support learners.

Project-Based Learning (PBL) in a Higher Education Project

2020 ◽  
pp. 118-150 ◽  
Author(s):  
Victor S. Sohmen
Keyword(s):  
Higher Education ◽  
Change Leadership ◽  
Project Based Learning ◽  
Self Directed Learning ◽  
Optimal Outcomes ◽  
Senior Design ◽  
Directed Learning ◽  
Capstone Projects ◽  
Urban Engineering ◽  
Pbl Model

A Senior Design course in an urban Engineering Technology (ET) program was examined to propose an Accelerated Project-Based Learning (A-PBL) model, guided by three research questions: (1) What is the extent to which Self-directed Learning (SDL) skills were applied by final-year ET students using PBL, as determined quantitatively through the Self-directed Learning Readiness Scale (SDLRS-A®)?; (2) How are Self-directed Learning (SDL) skills, Project Management (PM) efficiencies, and Change Leadership (CL) effectiveness applied in implementing ET capstone projects?; and, (3) What are the best practices to accelerate PBL by employing SDL skills, PM efficiencies, and CL effectiveness? This mixed-methodology research resulted in an accelerated PBL model geared to significant time, cost, and quality efficiencies in rapidly evolving, technological environments for optimal outcomes in 21st century higher education. The study concluded that this A-PBL model could also minimize the employment gap, fuel self-motivation, enable skill-building, and instill a deep commitment to lifelong learning.

scholarly journals Authentic Leadership Education: An empirical discussion from Pakistani higher education

2021 ◽  
Author(s):  
Dian Ekowati ◽  
Fendy Shuairidi
Keyword(s):  
Higher Education ◽  
Workforce Development ◽  
Professional Growth ◽  
Authentic Leadership ◽  
Well Being ◽  
Leadership Education ◽  
Theory And Practice ◽  
Self Awareness ◽  
Professional Issues ◽  
Shed Light

Abstract The authentic style encourages leaders to be mindful of their strengths, weaknesses, and emotions, using practical methods for improving their leadership abilities. Identifying an authentic leader is a description of those who have positive beliefs, lead from the heart, set the highest standards of ethics and morality, and go beyond their interests for their followers' well-being. It is critical to understand where one stands on important moral and professional issues to become an authentic leader and then act on that knowledge. Authentic leaders, although specific characteristics, such as positive psychology, self-awareness, morals and ethics, and a person, transparency, and balanced processing; this study explores authentic leadership strengths and weakness empirically. The link between theory and practice applied settings and helps practitioners add value to professional growth has been discussed. The study also shed light on the importance of workforce development action plans, but the ties outlined herein show that casual relations and additional tests would help confirm the connections.

scholarly journals Student-oriented Learning and “Living Values” of the University: Strategic Interaction

2020 ◽  
Vol 7 (4) ◽  
pp. 387-399
Author(s):  
Galina A. Kulikovskaya ◽  
Nina A. Kulikovskaya
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Strategic Interaction ◽  
Educational Programs ◽  
Project Based Learning ◽  
Educational Process ◽  
Theory And Practice ◽  
Sociological Research ◽  
The University ◽  
Russian Universities

The purpose of the article is to consider possible ways to improve the effectiveness of student-oriented education in Russian universities through strategic interaction with the basic principles of their life. It is well known that the involvement of students in the management of higher education institutions (HEIs), their active participation in determining the individual trajectories of their professional training increases the motivation of students, and therefore the quality of education. To do this, it is necessary not only to fix the principles of student self-government in the local regulations of the University, but also to build mechanisms for implementing these principles. In particular, this can be expressed in the structure and content of educational programs developed in accordance with educational standards, consisting of a mandatory part and a part formed by participants in educational relations. Project-based learning will help bridge the gap between theory and practice in teaching students. Inclusive education should be provided not only with infrastructure, but also with special training of teachers and the inclusion of specialized adaptation modules in educational programs. To ensure quality control of students ' knowledge, the professional level of teachers and the organization of the educational process, intra-University quality management systems for training specialists are being created.an important element of this system should also be the structure of student self-government. It is also necessary to understand that student-oriented learning is not limited to the educational process, but covers the organization of campus life, the possibility of self-realization of students in various public organizations, in creative teams, i.e. it is inextricably linked to the entire system of principles, goals, priorities - the Living Values of the University. In the context of improving the competitiveness of education in Russian universities, the article identifies and justifies ways to improve the effectiveness of student-oriented learning. In particular, there was a high demand for the possibility of students influence on their individual learning paths, self-realization through participation in projects, both in the educational process and in public life. The research uses the results of sociological research based on surveys of students and teachers, including online surveys, as well as the practice of organizing the educational process and extracurricular activities in Russian universities. The results obtained can be used to further improve the development strategies of higher education institutions, including to increase their attractiveness for foreign students.

ANALYSIS OF THE APPLICATION OF DISTANCE EDUCATION IN UNIVERSITY EDUCATION IN THE STATE OF AMAZONAS

2020 ◽  
pp. 37013-37019
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
University Students ◽  
Teaching Method ◽  
Communication Technologies ◽  
The State ◽  
University Education ◽  
Capital City ◽  
Education Students

No teaching method has evolved as much as distance education, in the state of Amazonas this would not be different, especially in higher education. Distance Education is a modality where the student is separated from the teacher and uses several communication technologies around all his learning. The methods used were bibliographic, documentary and quantitative. The researched environment was the capital city of Manaus and the municipality of Maués, with the application of the closed questionnaire aimed at higher education students. Our objective was to question certain nuances as their benefits and challenges for those who study Distance Education in the different locations of the State of Amazonas. The result was the realization that among its many advantages in the execution of education, time is considered the main one, and the loss of deadlines its greatest disadvantage, besides the concept of distance education is already well known by university students. Thus, it is well known that with the passing of time and with the progress of the state's modernization, distance education is gradually becoming the most practical means of teaching.

Use “cross-border E-commerce” multi-dimensional teaching to enhance the core competence of international economics and trade students

2021 ◽  
pp. 002072092110134
Author(s):  
Ying Liu
Keyword(s):  
Core Competence ◽  
Teaching Method ◽  
Close Contact ◽  
Operating Mode ◽  
Theory And Practice ◽  
Practical Training ◽  
The Core ◽  
Cross Border ◽  
The Core Competence ◽  
Employment Quality

For some trade majors who only focus on theoretical studies, they no longer have an advantage in the market. If they do not pay attention to practical training, it will be difficult to gain a foothold in business. In education, people are paying more and more attention to e-commerce. Many schools take “cross-border e-commerce (CBEC)” as a course. This article uses CBEC to implement multi-dimensional teaching, so as to enhance the core competence of trade majors. This research is mainly based on the analysis of the existing teaching program model, and proposes a multi-level, all-round and multi-dimensional teaching method. This article analyzes the current teaching mode of trade major and various related problems in this mode, and proposes a teaching method based on theory and practice in response to the requirements of trade major. In teaching, many teachers will use traditional teaching methods to analyze trade and help students learn about CBEC. If students cannot learn the operating mode of CBEC as soon as possible, it will cause many students to walk out of the school very much. It is difficult to adapt to the requirements of work, and it is also difficult to accept the new CBEC model. This not only affects the employment rate and employment quality of students, but also is not conducive to the transformation and development of foreign trade enterprises. Therefore, we need to teach students based on the market’s demand for CBEC compound talents, let them have close contact with enterprise development, and use school-enterprise cooperation to realize CBEC practical and multi-dimensional teaching in schools, so as to generate training to meet the needs of the cross-e-commerce market Technical personnel.

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