Abstract:

In the post-COVID 19 educational environment, many hybrid-based teaching and learning strategies are being developed to cater to the learning needs of today’s students. However, many teaching and learning environments still employ conventional teaching methods and have not yet fully utilized the potential of technology. This is still a challenge for many educators as there is still a lack of confidence in utilizing technology in the classroom, as well as adopting an effective pedagogical approach to redesigning the learning environment. As such, students are still disconnected from real-world situations, and are not fully engaging with their learning materials. Research has also shown that providing students with a more practical approach to learning the course materials enables them to better understand and retain the content. This learning by doing approach is presented in project-based learning environments, where students would manage and develop meaningful and real-world projects that would cultivate deep learning, explore problem-solving opportunities, and increase their knowledge about their chosen topic. In addition to that, with the help of technology, students can access vast information sources, data and collaborate virtually to better present their solutions in a multimedia manner. Project-based learning is rooted in Constructivism, and calls for the project to be centered around an open-ended challenge, promote inquiry and investigation from the learners, requires critical thinking, collaboration and creativity, allows for feedback, revision and reflection, and presentation in an open forum. In this research study, project-based learning was incorporated into a design-based class, in order to cultivate deep learning, critical and creative thinking, and real-world relevance among learners. This project-based learning approach was underpinned by Jonassen’s Constructivist Learning Environment (CLE) model, to provide sound pedagogical support to the design of the class.

Jonassen’s model proposed several important components to be incorporated when designing a constructivist learning environment (CLE):
- Conception of the problem for the students to begin their learning development.
- Interpretation to develop solutions to their problems.
- Information sources to support the understanding of the problem.
- Cognitive tools to help interpret and manipulate aspects of the problem.
- Conversation and collaboration tools to enable the learners to form communities to negotiate and co-construct meaning for the problem.

This study utilized a mixed method research design that consisted of quantitative and qualitative data collection instruments. Participants were undergraduate students from the Faculty of Creative Multimedia, taking an advertising design course. Students were given a survey to complete at the end of their project, to gauge their perceptions of this project-based learning environment. Qualitative data was collected and triangulated from open-ended questions and comments in the survey and from their project reports. Findings showed that students were very positive about doing the project and were able to cultivate critical and creative thinking learning outcomes. Findings also showed that redesigning the class using Jonassen’s CLE model was effective in supporting project-based learning as a practical instructional strategy to enhance student learning experiences in 21st century education.

Keywords:

Project-based learning, Malaysia, CLE, Jonassen.