Variations in Project-Based Course Design
Project-based learning (PjBL) is seeing increasing scholarly interest and pedagogical use in higher education, but instances of PjBL do not neccesarily seek the same educational outcomes. Using the grounded theory method, the authors plot five courses in a PjBL program on a matrix of course design characteristics ranging from Fixed to Flexible and Individualistic to Cooperative. They describe four major variations of PjBL based on this matrix. Recognizing that PjBL courses vary in their use of student choice and student collaboration, the authors make recommendations for assessment researchers and for teachers wishing to develop new strategies that fit their institutional and disciplinary contexts.
Articles published in Journal of Problem Based Learning in Higher Education are following the license Creative Commons Attribution (CC-BY)
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC-BY). Further information about Creative Commons