About this paper

Appears in:
Pages: 9510-9517
Publication year: 2018
ISBN: 978-84-09-05948-5
ISSN: 2340-1095
doi: 10.21125/iceri.2018.0764

Conference name: 11th annual International Conference of Education, Research and Innovation
Dates: 12-14 November, 2018
Location: Seville, Spain

PROJECT BASED LEARNING IN HIGHER EDUCATION: STUDENT’S PERCEPTION OF TRANSFORMING TRADITIONAL LEARNING INTO AN ACTIVE AND CONSTRUCTIVIST EXPERIENCE

M.C. Granado Alcón1, P. Alonso Martín1, M. Vélez Toral1, D. Gómez Baya1, E. Herrera-Gutiérrez2, M.T. Martínez Frutos2

1University of Huelva (SPAIN)
2University of Murcia (SPAIN)
Introduction:
Project Based Learning (PBL) is defined as a cooperative work carried out within a project by a group of students during the period of an imparted subject (Larmer, Mergendoller, & Boss, 2015; Poel & Van der Krogt, 2003). Different researchers have valued positively this methodology and pointed out some advantages: is a dynamic way of learning (Katz & Chard, 2000), the way that competences are learnt motivates the students (Willard & Duffrin, 2003), students get a better perception of the learning process (Rodríguez-Sandoval et al., 2010) and let the students improve their skills to apply knowledge to other learning situations (Mitchell et al., 2009).

Objective:
The main purpose of this paper is to describe how the students perceived their learning process based on PBL methodology focusing on:
a) perception of competences acquisition,
b) perception of learning possibilities.

Methodology:
The sample was composed by 464 students from the University of Huelva (N=347; 74.8%) and the University of Murcia (N= 117; 25.2%), enrolled in the second year of Infant and Primary School Teacher Degrees. The measuring tool was a questionnaire elaborated for this purpose (Cronbach Alfa= 0.932). The questionnaire consisted of a total of 53 items divided into: Students identification variables (items 1-9) and a measure of the Degree Competences using a Likert Scale (1: Totally disagree to 5: Totally agree): Generic Competences (items 10-27), Specific Competences (items 28-35) and Transversal Competences (items 36-40). Further, the questionnaire measures student’s valuation of the project and perception of transfer knowledge possibilities (items 41-53). Additionally, the questionnaire has an open part where students can express what they value most or missed about learning through PBL. For this paper we focused on items related to Generic, Specific, and Transversal Competences.

Results and Conclusions:
After applying PBL, results related to Generic Competences showed that students valued positively working in groups as a way of learning, solving individual questions and progressing in their own learning construction. In addition, the project was perceived as contributing to become aware of the need to make research and intervention related to children with special needs. In relation to Specific Competences, what the students valued most was the possibility given by the project to learn about children’s learning differences in non-normative and normative development. Lastly and in relation to Transversal Competences, what the students valued most was the possibility of learning how to use scientific instrument of measurement that could be applied to different subjects. On a scale 1 to 10, the global valuation on how the project improved their learning possibilities was M=8; DT= 1.208.
@InProceedings{GRANADOALCON2018PRO,
author = {Granado Alc{\'{o}}n, M.C. and Alonso Mart{\'{i}}n, P. and V{\'{e}}lez Toral, M. and G{\'{o}}mez Baya, D. and Herrera-Guti{\'{e}}rrez, E. and Mart{\'{i}}nez Frutos, M.T.},
title = {PROJECT BASED LEARNING IN HIGHER EDUCATION: STUDENT’S PERCEPTION OF TRANSFORMING TRADITIONAL LEARNING INTO AN ACTIVE AND CONSTRUCTIVIST EXPERIENCE},
series = {11th annual International Conference of Education, Research and Innovation},
booktitle = {ICERI2018 Proceedings},
isbn = {978-84-09-05948-5},
issn = {2340-1095},
doi = {10.21125/iceri.2018.0764},
url = {http://dx.doi.org/10.21125/iceri.2018.0764},
publisher = {IATED},
location = {Seville, Spain},
month = {12-14 November, 2018},
year = {2018},
pages = {9510-9517}}
TY - CONF
AU - M.C. Granado Alcón AU - P. Alonso Martín AU - M. Vélez Toral AU - D. Gómez Baya AU - E. Herrera-Gutiérrez AU - M.T. Martínez Frutos
TI - PROJECT BASED LEARNING IN HIGHER EDUCATION: STUDENT’S PERCEPTION OF TRANSFORMING TRADITIONAL LEARNING INTO AN ACTIVE AND CONSTRUCTIVIST EXPERIENCE
SN - 978-84-09-05948-5/2340-1095
DO - 10.21125/iceri.2018.0764
PY - 2018
Y1 - 12-14 November, 2018
CI - Seville, Spain
JO - 11th annual International Conference of Education, Research and Innovation
JA - ICERI2018 Proceedings
SP - 9510
EP - 9517
ER -
M.C. Granado Alcón, P. Alonso Martín, M. Vélez Toral, D. Gómez Baya, E. Herrera-Gutiérrez, M.T. Martínez Frutos (2018) PROJECT BASED LEARNING IN HIGHER EDUCATION: STUDENT’S PERCEPTION OF TRANSFORMING TRADITIONAL LEARNING INTO AN ACTIVE AND CONSTRUCTIVIST EXPERIENCE, ICERI2018 Proceedings, pp. 9510-9517.
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