Lexie Henry
Author
Lexie Henry
Affiliation
Cape Breton University
Abstract
Classroom instruction is ever-changing as new, and old, learning theories gain more traction within education. Project-based learning is an instructional design practice that gets discussed widely as a concept, however many educators require more insight into the theory and its logistics in order to consider implementation, or perhaps, to do so effectively. Historically, it has been noted that there is a “lack of a uniform vision” when it comes to project-based learning which has created uncertainty around usage of the teaching model (Condliffe, 2017). This work sets out to learn more about and inform in regard to project-based learning, specifically within a scope of online learning, through a literature review. Information from a wide range of sources have been compiled to assess both the benefits and challenges of project-based learning, the impact of project-based learning in e-learning as well as the resources that will be of effective assistance to educators. It was found that project-based learning provides the opportunity for students to nurture and optimize lifelong skills, however, it is not a one size fits all model and therefore will not reach every type of learner – a continual challenge throughout education. Transitioning to an online learning atmosphere was also considered in terms of following a project-based learning experience, which many teachers found a useful tool in motivating their students.
Keywords
Project-based learning, education, learning theory, discovery learning, inquiry-based learning, problem solving, online learning, technology, problem-based learning, experiential learning, teaching practice
Overview
L. Henry Project-Based e-Learning Literature Review. (06:42).
Introduction
Whether it be moving to online learning as a rapid pace response to a pandemic or recognizing the opportunity for necessary adjustments to learning and curricula, education is changing at a greater rate than ever before. The role of teacher and student is shifting with its surroundings, creating momentum for further consideration into varying learning theories and instructional design strategies. A particular educational phenomenon that has been gaining traction and formulating a buzz around it is project-based learning, but what is it really? Project based learning can be defined as “an active student-centered form of instruction which is characterized by students’ autonomy, constructive investigations, goal-setting, collaboration, communication and reflection within real-world practices” (Kokotsaki, et al., 2016). Many educators know or are familiar with the basic concept of project-based learning but not explicitly how to apply it to their practice or what that would look like. With an everlasting need for further professional development opportunities, instructors are largely left to their own devices to learn about and integrate various learning strategies into th