Abstract:

Blended mode learning has been adopted by many universities and institutions to improve the effectiveness of the learning. It offers combined advantages of both face-to-face and online modes of teaching-learning. Blended mode (BL) offers various benefits; it improves flexibility in learning, improves the quality of the teaching, awareness of the technology, and enables self-regulation.

Various studies have been conducted to assess the impact and weigh the benefits of the BL mode over the traditional mode of learning. However, there is a lack in the literature that discusses the implementation of PBL (Project Based Learning) courses in BL mode and students' learning experience. This study is one such work where it focuses on understanding the experiences and challenges faced by learners in multidisciplinary Project-Based Learning courses delivered in blended mode.

The study's main objective is to identify the issues that hinder learning and understand the challenges students encounter in a PBL course designed and delivered in a blended model. Many studies have been conducted to evaluate the effectiveness of PBL and the benefits of the blended model in isolation. This study particularly focuses on the how students perceive the course and challenges of the PBL when delivered in blended mode, the study also aims to provide guidelines for implementing PBL courses in blended mode.

The study is conducted in a course titled ‘Engineering Exploration’, this is a multi-disciplinary project-based learning course offered for first-year undergraduate students. It is offered in a blended mode of learning where students use LMS for Asynchronous content followed by a synchronous session for face to face. Students work in a team and the learnings of the course are applied to build a multidisciplinary prototype model in online mode. This study was conducted during the pandemic and all the students were present at their homes in a different locations. A location-based strategy was followed to form the teams, these teams were asked to work on the assigned project.

A qualitative study was conducted to understand the student learning experience and the challenges faced in various elements of the project. A semi-structured interview was conducted for students, sampling was done based on their academic performance and the rate of usage of the LMS for accessing the asynchronous content.

Study will discuss the challenges and hindrances that act as a barrier for learners when this technology is adopted. Result also provides and discusses necessary measurements to consider while delivering the PBL course in BL mode. It presents challenges in various elements of PBL; content delivered as synchronous and asynchronous, Learning Platform (LMS), Faculty support, teamwork, and the implementation of the project itself. The outcomes of the study will enable teachers, organizations, or institutes to strengthen the policies and strategies for adopting the Blended model for the project-based courses.

This study was conducted during the pandemic and all the students were situated at different locations and worked as a team. The result shows how blended model can be effectively implemented for project based course especially when the projects are multidisciplinary in nature by indicating the some key issue while implementing it, the results will also help anticipate the challenges and issues that arise in multidisciplinary PBL courses offered in BL mode.

Keywords:

Blended learning, Technology Enhanced Learning, PBL, Multidisciplinary projects.