You are here:

Benefits and challenges of introducing a blended project-based approach in higher education: Experiences from a Kenyan university
ARTICLE

, University of Eastern Finland ; , University of Eldoret

IJEDICT Volume 12, Number 2, ISSN 1814-0556 Publisher: Open Campus, The University of the West Indies, West Indies

Full Text

Abstract

This article investigates a blended project-based approach that was introduced to forestry and ICT undergraduates as an extracurricular activity at the University of Eldoret, Kenya. The approach blends problem-based learning and participatory design to solve real-life forestry problems. Even though the use of the approach itself is not novel, in this article, we explore its introduction as an extracurricular activity at a university that currently follows a more traditional teaching paradigm. Using a multiple case study, the study explores the project implementation activities and student experiences in order to identify the benefits gained and challenges faced. The findings show that the used blended project-based approach results in solutions that are more contextually relevant and also equips the participating students with technical, interdisciplinary and interpersonal skills that are essential to entering the workplace which they may otherwise have not acquired from their curricula.

Citation

Munezero, M. & Bekuta, B. (2016). Benefits and challenges of introducing a blended project-based approach in higher education: Experiences from a Kenyan university. International Journal of Education and Development using ICT, 12(2),. Open Campus, The University of the West Indies, West Indies. Retrieved August 6, 2024 from .

Keywords

References

View References & Citations Map
  1. Allen, W., Kilvington, M. & Horn, C. (2002). Using participatory and learning-based approaches for environmental management to help achieve constructive behaviour change. Landcare Research Contract Report, New Zealand, Available at: http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.199.6053&rep=rep1&type=pdf.
  2. Arevalo, J., Pitkanen, S. & Kirongo, B. (2014). Developing forestry curricula: Experiences from a Kenyan-Finnish project. International Forestry Review, 16(1), 78–86.
  3. Barron, J.B., Schwartz, L.D., Vye, J.N., Moore, A., Petrosino, A., Zech, L. & Bransford, D.J. (1998). Doing with understanding: Lessons from research on problem-and project-based learning. Journal of the Learning Sciences, 7(3-4), 271–311.
  4. Barrows, S.H. (1996). Problem-based learning in medicine and beyond: A brief overview. New Directions for Teaching and Learning, 1996(68), pp.3–12.
  5. Ben-Ari, M. (2001). Constructivism in computer science education”. Journal of Computers in Mathematics and Science Teaching, 20(1), 45–73.
  6. Blumenfeld, C.P., Soloway, E., Marx, W.R., Krajcik, S.J., Guzdial, M. & Palincsar, A. (1991) Motivating project-based learning: Sustaining the doing, supporting the learning. Educational Psychologist, 26(3-4), 369–398.
  7. Braun, V. & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in A blended project-based approach in higher education 217
  8. Chawdurry, B. (1999). Laboratory-based training for electrical engineering freshman. International Journal of Electrical Engineering Education, 34, 112–119.
  9. Cheaney, J.D. & Ingebritsen, T. (2005). Problem-based learning in an online course: A case study. The International Review of Research in Open and Distributed Learning, 6(3).
  10. Coto, M., Mora, S. & Lykke, M. (2013). Developing the qualifications of the ICT workforce through Problem-Based Learning. Changing Education through ICT in Developing Countries, pp. 33-60.
  11. Dahms, M.L. & Stentoft, D. (2008). Does Africa need Problem Based Learning?: Educational change in engineering education. In American Society of Engineering Education (ASEE)Global Colloquium. Daily Nation, (April 29, 2016), Students develop app protecting tree farmers from exploitation, Retrieved on May 6, 2016, http://www.nation.co.ke/business/seedsofgold/Studentsdevelop-tree-calculation-app-for-tree-farmers/-/2301238/3181840/-/format/xhtml//154o0j8z/-/index.html
  12. Driver, R. & Bell, B. (1986). Students’ thinking and the learning of science: A constructivist view. School Science Review, 67(240), 443–456.
  13. Duch, B.J., Groh, S.E., & Allen, D.E. (2001). The Power of Problem-based Learning: A Practical "How To" for Teaching Undergraduate Courses in any Discipline. Stylus Publishing, LLC.
  14. Greening, T. (2000). Emerging constructivist forces in computer science education: Shaping a new future? Computer Science Education in the 21st Century Proceedings, pp.47-80,
  15. McNair, L.D. & Borrego, M. (2010). Graduate students designing graduate assessment: EPortfolio design as problem-based learning. In Frontiers in Education Conference (FIE), 2010 IEEE, pp. 1-6.
  16. Moens, N., Broerse, J. & Bunders, J. (2008). Evaluating a participatory approach to information and communication technology development: the case of education in Tanzania. International Journal of Education and Development using ICT, 4(4).
  17. Penteado, M. (2009). Tele-collaborative projects in Brazilian Schools. International Journal of Education and Development using ICT, 5(1).
  18. Pretty, J.N. (1995). Participatory learning for sustainable agriculture. World Development, 23(8), 218 IJEDICT
  19. Prince, J.M. & Felder, M.R. (2006). Inductive teaching and learning methods: Definitions, comparisons, and research bases. Journal of Engineering Education, 95(2), 123–138.
  20. Runeson, P. & Höst, M. (2009). Guidelines for conducting and reporting case study research in software engineering. Empirical Software Engineering, 14(2), 131-164.
  21. Rydhagen, B. (2002). Feminist sanitary engineering as a participatory alternative in South Africa and Sweden. Dissertation thesis, Department of Human Work Science and Media Technology, Blekinge Institute of Technology, Sweden
  22. Sangestani, G. & Khatiban, M. (2013). Comparison of problem-based learning and lecture-based learning in midwifery. Nurse Education Today, 33(8), 791-795.
  23. Soundarajan, N. (1999). Engineering criteria 2000: The impact on engineering education. In Frontiers in Education Conference, 1999. FIE'99. 29th Annual, 1, 1-25.
  24. Törpel, B. (2005). Participatory design: a multi-voiced effort. In Proceedings of the 4th Decennial Conference on Critical Computing: Between Sense and Sensibility, pp. 177-181.
  25. Unwin, T. (2009). ICT4D: Information and Communication Technology for Development”. Cambridge: Cambridge University Press.
  26. Walsham, G. & Sahay, S. (2006). Research on information systems in developing countries: Current landscape and future prospects. Information Technology for Development, 12(1), 7-24.
  27. Walsham, G. (1995). Interpretive case studies in IS research: nature and method. European Journal of Information Systems, 4(2), 74-81.
  28. Wang, Q., Li, H., Pang, W., Liang, S. & Su, Y. (2016). Developing an integrated framework of problem-based learning and coaching psychology for medical education: A participatory research. BMC Medical Education, 16(1), 1.
  29. Wiek, A., Xiong, A., Brundiers, K. & Van Der Leeuw, S. (2014). Integrating problem-and projectbased learning into sustainability programs: A case study on the School of Sustainability at Arizona State University. International Journal of Sustainability in Higher Education, 15(4), 431-449.

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References

Links

Pages You've Visited

Abstracts