A1 Refereed original research article in a scientific journal
Project-based learning in post-secondary education – theory, practice and rubber sling shots
Subtitle: theory, practice and rubber sling shots
Authors: Helle L, Tynjala P, Olkinuora E
Publisher: Springer Netherlands
Publication year: 2006
Journal: Higher Education
Journal name in source: HIGHER EDUCATION
Journal acronym: HIGH EDUC
Volume: 51
Issue: 2
First page : 287
Last page: 314
Number of pages: 28
ISSN: 0018-1560
eISSN: 1573-174X
DOI: https://doi.org/10.1007/s10734-004-6386-5(external)
Abstract
The purpose of the study was to explore what project-based learning is, what are the pedagogical or psychological motives supporting it, how it has been implemented and what impact it has had on learning in post-secondary education. The study is based on a qualitative review of published articles. The work revealed that the majority of articles on project-based learning are course descriptions focusing on the implementation of individual courses, whereas serious research on the topic is virtually non-existent. In addition, the term project-based learning subsumes different activities with varying purposes. Therefore, practitioners and curriculum developers are encouraged to reflect upon the purpose and possibilities of project-based learning along with students and to set realistic, clear goals. Practitioners and researchers are urged to document courses even more carefully. Several issues for further research are identified.
The purpose of the study was to explore what project-based learning is, what are the pedagogical or psychological motives supporting it, how it has been implemented and what impact it has had on learning in post-secondary education. The study is based on a qualitative review of published articles. The work revealed that the majority of articles on project-based learning are course descriptions focusing on the implementation of individual courses, whereas serious research on the topic is virtually non-existent. In addition, the term project-based learning subsumes different activities with varying purposes. Therefore, practitioners and curriculum developers are encouraged to reflect upon the purpose and possibilities of project-based learning along with students and to set realistic, clear goals. Practitioners and researchers are urged to document courses even more carefully. Several issues for further research are identified.
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