Project-based learning in post-secondary education Theory, practice and rubber sling shots

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. T...

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Bibliographic Details
Published in:Higher education Vol. 51; no. 2; pp. 287 - 314
Main Authors: Helle, Laura, Tynjälä, Päivi, Olkinuora, Erkki
Format: Journal Article
Language:English
Published: Dordrecht Springer 01.03.2006
Springer Nature B.V
Subjects:
Academic learning
Active Learning
Analysis
Cognition
Collaborative learning
Course Descriptions
Curricula
Curriculum
Education, Higher
Educational environment
Educational Theories
Experiential learning
Higher Education
Informationsgesellschaft
Internet
Learning
Matter & antimatter
Methods
Multimedia
Pedagogy
Phenomenology
Problem based learning
Project based learning
Project method in teaching
Rubber
Secondary education
Service learning
Student Projects
Studentenschaft
Studienverhalten
Teachers
Teaching
Teaching Methods
Theory Practice Relationship
Wissensgesellschaft
United States
ISSN:0018-1560, 1573-174X
Online Access:Get full text
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Summary: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. (HRK / Abstract übernommen).
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ISSN:0018-1560
1573-174X
DOI:10.1007/s10734-004-6386-5