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Understanding by Design: An Investigation of Project-based Learning Implementation and Lesson Learned
PROCEEDINGS

, National Changhua University of Education, Taiwan ; , Wenzao Ursuline College of Languages, Taiwan

EdMedia + Innovate Learning, in Honolulu, HI, USA ISBN 978-1-880094-73-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

PBL offers a context wherein students generate possible solutions to problems and apply relevant knowledge and skills. This study examined the effect of PBL on students’ learning and the roles of teachers and peers in the completion of the project. Participants were college students in Taiwan to complete a project that involved designing, developing, implementing, and evaluating sound multimedia-based instruction. Data sources included think-aloud protocols, observation, surveys and interviews. Multiple case study approach was employed. The results showed that the project facilitated students’ problem solving skills, allowed knowledge integration, and supported autonomy learning. Teacher was found to be instrumental to the completion of the project. The results contributed to the field of PBL in the context of Taiwan and provided a reference for other teachers who want to implement PBL. Further, this study provided implications on how to better design and implement PBL, and how teachers can promote students’ learning through PBL.

Citation

Chen, C.H. & Chan, L.H. (2009). Understanding by Design: An Investigation of Project-based Learning Implementation and Lesson Learned. In G. Siemens & C. Fulford (Eds.), Proceedings of ED-MEDIA 2009--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1936-1942). Honolulu, HI, USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 20, 2019 from .

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