scholarly journals Good practice: Scaffolded, Collaborative Project-based Learning

2019 ◽  
Vol 3 (1) ◽  
pp. 1-16
Author(s):  
Beata Jones
Keyword(s):  
Good Practice ◽  
Project Based Learning ◽  
Collaborative Project

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.

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.

Sign in / Sign up

Export Citation Format

Share Document