International Journal of Educational Research· 2020Q1· Review
A review of project-based learning in higher education: Student outcomes and measures
- 1,213citations
- Q1SCImago
- 2020year
Short summary
A review of project-based learning (PjBL) in higher education reveals that affective outcomes (perceptions of benefits and experience) are most frequently studied, typically via questionnaires and interviews.
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Key points
- Affective outcomes (perceptions of PjBL benefits and experience) are the most studied in higher education PjBL.
- Questionnaires and interviews are the most common methods for measuring affective outcomes.
- Cognitive and behavioral outcomes are measured using a broader set of tools like rubrics, tests, and log data.
- Artifact performance is specifically assessed using rubrics.
AI-generated from the title and abstract; the full text is not read.
Abstract
Project-based learning (PjBL) is understood to be a promising approach that improves student learning in higher education. Empirical studies on project-based learning have been reviewed with a focus on student outcomes. Affective outcomes (i.e. perceptions of the benefits of PjBL and perceptions of the experience of PjBL) were most applied, which were measured by questionnaires, interviews, observation, and self-reflection journals. Cognitive outcomes (i.e. knowledge and cognitive strategies) and behavioral outcomes (i.e. skills and engagement) were measured by questionnaires, rubrics, tests, interviews, observation, self-reflection journals, artifacts, and log data. The outcome of artifact performance was assessed by rubrics. Future research should investigate more about students’ learning processes and final products. Measurement instruments and data analyses should also be improved.
The authors' abstract, as published at the source. International Journal of Educational Research, 2020 · DOI ↗
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Field: Media Technology
Media TechnologyEngineering