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project-based learning in Timber Engineering Education: A Recent Example

BIORESOURCES 2025年第1期20卷 17-20页

作者： Derikvand, Mohammad InnoRenew CoE Fac Math Nat Sci & Informat Technol Livade 6A Izola 6310 Slovenia Univ Primorska Fac Math Nat Sci & Informat Technol Glagoljaska 8 Koper 6000 Slovenia

This opinion paper advocates for project-based learning (PBL) and teaching as a way of preserving active learning in timber engineering education. A recent example of using PBL in a timber engineering course is presented. Its strengths and associated challenges are briefly highlighted, and some suggestions are provided for the adoption of such approaches.

关键词： project-based learning Timber engineering Engineering higher education Teaching methods

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project-based learning in business and management education: A scoping review and research agenda

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INTERNATIONAL JOURNAL OF MANAGEMENT EDUCATION 2025年第2期23卷

作者： Larsen, Inge B. Comillas Pontifical Univ Advantere Sch Management Calle Mateo Inurria 39 Madrid 28036 Spain

This study investigates the implementation of project-based learning (PjBL) in business and management education, an area of growing significance amid calls for more experiential learning methods. Despite PjBL's potential to bridge the gap between theoretical knowledge and practical application, its adoption in this field remains underexplored. Using a scoping review methodology, this study synthesizes findings from 51 empirical and non-empirical studies. The analysis identifies key themes including publication trends, theoretical foundations, and design and implementation features of PjBL. Findings highlight a wide variance in how PjBL is conceptualized and applied, underscoring the need for further theoretical development to define its distinct role within business and management education. Notable benefits of the approach include enhanced student engagement and competency development. However, significant challenges are related to resource intensity, project complexity, and issues with assessment. This review not only consolidates existing knowledge but also uses the Theory, Context, Characteristics, and Methodology (TCCM) framework to propose a structured research agenda to guide future studies and improve PjBL research and practice. Overall, this study contributes to the literature on PjBL in business and management education by offering a comprehensive overview of the field and future research directions.

关键词： project-based learning Scoping literature review Higher education Business and management education Experiential learning

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project-based learning of Students as a Transformation of the Educational Environment of a Higher Education Institution 27th

Project-Based Learning of Students as a Transformation of th...

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27th International Conference on Interactive Collaborative learning, ICL 2024

作者： Soia, Olena Leonova, Ivanna Kovtoniuk, Mariana Turzhanska, Oksana Kosovets, Olena Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University 32 Ostrozki Str. Vinnytsia21000 Ukraine

ISBN: (纸本)9783031835223

We believe that project-based learning is one of the most effective tools for synthesizing and consolidating digital technologies and interactive teaching methods at a pedagogical university. Modeling of students’ project activities ensures their targeted professional training with the use of digital technologies and computer mathematics systems, stimulates student collaboration and integration of their knowledge from different disciplines. The purpose of the study is to analyze the effectiveness of implementing students’ project activities in the educational environment of a higher education institution. The main tasks are to analyze current trends in higher education, study approaches to modeling projects in mathematics and computer science, develop and implement methods and tools for project-based learning by students, and evaluate the results, the impact of this process on the educational environment and students’ academic achievements. We conducted a pedagogical study and verified its results using the Shapiro-Wilk’s W test, Student’s t-test, Friedman ANOVA We conducted a pedagogical study and verified its results using Shapiro-Wilk’s W test, Student’s t-test, Friedman ANOVA variance analysis, Kendall coefficient of concordance, Pearson’s correlation coefficient. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.

关键词： Higher Education Institution Modeling of project Activities project-based learning projects in Mathematics and Computer Science Transformation of the Educational Environment

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Software-Oriented Collaborative project-based learning of Biomedical Signal Processing in Simulated Industry-Like Conditions

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COMPUTER APPLICATIONS IN ENGINEERING EDUCATION 2025年第2期33卷

作者： Pieciak, Tomasz Augustyniak, Piotr Univ Valladolid Lab Proc Imagen LPI ETSI Telecomunicac Valladolid Spain AGH Univ Krakow Dept Biocybernet & Biomed Engn Krakow Poland

Most academic approaches to teaching biomedical signal processing (BSP) focus either on acquisition procedures of electrophysiological data, predefined menu-driven signal processing methods using virtual laboratories, or ordinary signal processing procedures applied to biomedical signals without reaching the nature of the data and reflecting the future workplace. This paper introduces a new software-oriented project-based learning approach to BSP for graduate biomedical engineering students. The course simulates industry-like practices under an imposed work environment and acquaints the participants with biomedical signal evaluation and quality assurance (QA) procedures required for software standardization. The students develop fully functional multifaceted software to analyze real-world electrocardiograms that can be run on a desktop computer without external numerical tools. The project is led by a project manager (PM) and assisted by a software architect (SA) and project coordinator (PC). The paper hypothesizes that learning the BSP through a proposed simulated industry-like approach improves understanding of BSP principles, computer programming skills, and social competencies in developing a collaborative project. The results show that the participants significantly enriched BSP-related knowledge after the course, improved computer programming skills (p < 0.0001;nonparametric Wilcoxon signed-rank test), and enhanced soft skills in collaborative work (p < 0.001) and public presentations (p < 0.001). The course participants valued the role of algorithm prototyping stages and QA procedures according to official standardization rules. The PM and SA enabled the smooth software development process, while the PC has proven helpful in resolving intrinsic conflicts.

关键词： biomedical signal processing collaborative learning electrocardiography project-based learning quality assurance

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A project-based learning (PBL) on gas dynamic concepts using hydraulic analogy technique

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INTERNATIONAL JOURNAL OF MECHANICAL ENGINEERING EDUCATION 2025年第2期53卷 277-292页

作者： Rajamurugu, Natarajan Bharath Inst Higher Educ & Res Dept Aeronaut Engn Chennai Tamilnadu India

This article suggests the hydraulic analogy technique as a cost-effective approach for flow visualization in fluid mechanics, particularly in dealing with challenges related to supersonic flow, such as shock waves and flow past wedges. The project-based learning approach is adopted to engage students in the study effectively. This active learning method allows students to actively participate in research activities, from setting project goals to designing and executing experiments. The article highlights the positive impact of project-based learning on students' learning outcomes through internal and external evaluations. The study shows that project-based learning enhances technical competence and encourages a lifelong passion for learning. The cost-effectiveness of the hydraulic analogy method inspires neighbouring academic institutions to consider similar approaches, further promoting the use of practical and affordable solutions for flow visualization experiments.

关键词： Hydraulic analogy gas dynamics project-based learning experiments in fluids

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Implementation and benefits of hybrid methodology: Flipped classroom and project-based learning in mechanical engineering courses

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INTERNATIONAL JOURNAL OF MECHANICAL ENGINEERING EDUCATION 2025年第1期53卷 102-124页

作者： Bolivar, Rafael Jaimes, Neyl Richard Trivino Gonzalez, Edgard Aureliando Univ Pamplona Mech Engineer Program Pamplona Norte De Santan Colombia Un Tecnol Santander Bucaramanga Colombia Univ Pamplona Chilhood Educ Program Pamplona Colombia

This research article introduces a hybrid methodology encompassing project-based learning (PjBL) and flipped classroom (FC) approaches. It is aimed to advance the comprehension of the implementation and benefits of FC and PjBL methodologies, particularly within engineering education. The hybrid methodology was implemented in a Mechanical Engineering program during the first semester of 2022. It was designed to address synchronous class restrictions caused by the pandemic, leading to online classes via the Microsoft Teams platform. The population consisted of 101 students from various semesters and courses. Implementation involved quizzes, workshops, a classroom project, and personal challenges as evaluation activities. The FC materials included explanatory videos, solved problems, readings, and slides. These materials were organised on the Moodle platform. The research employed quantitative and qualitative methodologies, formulating five hypotheses and designing a 14-indicator survey. The data were analysed using statistical methods such as Cronbach's alpha, Guttman's split-half, Kolmogorov-Smirnov, KMO analysis, Bartlett's test, principal component analysis, Kruskal-Wallis ANOVA, and Spearman's rho. Results indicated excellent reliability of the survey indicators, non-parametric data, and good adequacy of the proposed structure. Analysis indicated that the implementation of this methodology leads to significant benefits in terms of satisfaction, emotional engagement and stimulation levels, resulting in more effective learning and preference over the traditional approach. The perception of technology, timing, and content of videos varied among different courses. Positive comments from students supported the benefits of the hybrid methodology. It was recommended to improve the selection and quality of study materials.

关键词： Flipped classroom project-based learning hybrid methodology implementation hybrid methodology benefits

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A Review of the Literature on project-based learning in High School Chemistry over the Past Decade in the Journal of Chemical Education

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JOURNAL OF CHEMICAL EDUCATION 2025年第2期102卷 599-614页

作者： Cao, Jiayu Guan, Hua Jiang, Jianwen Jiangxi Normal Univ Coll Chem & Chem Engn Nanchang 330022 Peoples R China

The paper presents a comprehensive study of the literature on "project-based learning in high school chemistry", as published in the Journal of Chemical Education from 2013 to 2023. It analyzes the characteristics of this subject area by examining factors such as publication year and frequency, types of literature, keywords, and content. The analysis delves into various aspects, including the expression of project-based learning outcomes, evaluation methods, interdisciplinarity, types of questions posed, and the potential and limitations in achieving the expected learning outcomes. Drawing from these analyses, this article identifies current research trends in project-based learning within high school chemistry, highlighting both existing strengths and limitations. based on these insights, the study offers pedagogical and disciplinary recommendations as well as a practice model of project-based learning in high school chemistry. This framework aims to support and guide future research and practice for educators and researchers focusing on this topic, providing a foundation for enhancing the effectiveness and impact of project-based learning in chemistry education.

关键词： High School/Introductory Chemistry project-based learning Literature Analysis

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Evaluating the dependability of peer assessment in project-based learning for pre-clinical students: a generalizability theory approach

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BMC MEDICAL EDUCATION 2025年第1期25卷 1-16页

作者： Lertsakulbunlue, Sethapong Kantiwong, Anupong Phramongkutklao Coll Med Dept Pharmacol Bangkok 10400 Thailand

IntroductionPeer assessment enables students to evaluate peers, deepening their understanding of course objectives and boosting engagement. However, its dependability, especially in summative contexts, is often questioned. This study examines the dependability of peer assessments, and the optimal number of items and raters needed for a reliable assessment in project-based learning (PtBL).MethodsIn a PtBL class, 95 third-year pre-clinical students, grouped into ten teams, created 5-min videos on cardiovascular lifestyle modifications for the community, followed by a 5-min presentation on the video's information and relevance to the citizen. Over three weeks, each group, guided by three advisors, refined their video. During presentations, peers (from nine non-presenting groups) and ten teachers (five Doctor of Medicines (MDs) and five health professors) evaluated the video presentation using a 6-item rubric covering three domains: interdisciplinary data integration, interpersonal skills, and video quality/effectiveness. Messick's validity framework was utilized to guide the collection of validity *** sources of validity evidence were collected: 1) Content: Three professors confirmed the rubric's content validity. 2) Response process: Scores from students, MDs, and health professors are similar at 54.00 +/- 4.03, 53.24 +/- 4.18, and 54.16 +/- 4.16, respectively (F = 0.75, p = 0.472). 3) Internal structure: A fully crossed design (p x i x r) generalizability theory analysis showed that achieving a Phi-coefficient >= 0.70 on a six-item rubric requires 27 students (Phi-coefficient = 0.70), 7 MDs (Phi-coefficient = 0.70), or 5 health professors (Phi-coefficient = 0.73). A nested design (r:(p x i)) demonstrated superior reliability, requiring only 9 students, 5 MDs, and 4 health professors for acceptable reliability. The confirmatory factor analysis indicated a good model fit. 4) Relations to other variables: On average, peer and teacher ratings scored 54.0

关键词： Medical students Pre-clinical project-based learning Peer-assessment Generalizability theory Assessment Evaluation

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The integrated teaching practice of medical cloud dictionary development and project-based learning

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BMC MEDICAL EDUCATION 2025年第1期25卷 1-5页

作者： Zhang, Jiayi Chen, Jiexuan Guo, Hongbin Liu, Wei Li, Mingzhe Guangdong Pharmaceut Univ Affiliated Hosp 1 Med Records & Stat Dept Guangdong Peoples R China Guangdong Pharmaceut Univ Clin Med Sch 1 Guangdong Peoples R China Guangdong Pharmaceut Univ Affiliated Hosp 1 Dept Educ Guangdong Peoples R China

Objective This study examines a novel teaching model that integrates the development and use of a Medical Cloud Dictionary with project-based learning (PBL). We investigate whether this integrated approach improves teaching effectiveness, enhances student learning outcomes, and reduces teaching pressure compared to traditional PBL. Methods One hundred student volunteers were randomly assigned to an experimental group (n = 50) and a control group (n = 50). Both groups studied seven respiratory-disease-related modules over a single semester (4 months). The experimental group utilized a PBL approach enhanced by the Medical Cloud Dictionary, which provided organized, up-to-date medical information and facilitated collaboration. The control group received traditional PBL-based teaching. Student performance was assessed using theoretical exams, comprehensive case analyses, and clinical practice reports. Feedback questionnaires and interviews were conducted with the experimental group's students and teachers. Statistical analyses included a Mann-Whitney U-test and chi-square tests to compare outcomes between groups. Results The experimental group demonstrated significantly higher overall scores than the control group (Mann-Whitney U = 22037.5, p < 0.001). Their pass rate reached 100% vs. 98.6% in the control group (chi(2)=10.145, p < 0.05), and their excellence rate was 22.9% vs. 2.9% (chi(2)=62.477, p < 0.001). Feedback indicated improved learning efficiency, enhanced independent learning, and reduced teaching pressure. Both students and teachers expressed a desire to continue and expand the integrated mode. Conclusion Integrating a Medical Cloud Dictionary with PBL can stimulate students' academic engagement, improve their mastery of medical knowledge and practical skills, and foster a stronger desire for independent learning. It also qualitatively enhances teaching quality and strengthens teacher-student relationships. Overall, this integrated teaching model can improve

关键词： Medical cloud dictionary project-based learning Integrated teaching 5G technology Clinical mobile teaching Independent learning

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The role of project-based learning with activity theory in teaching effectiveness: Evidence from the internet of things course

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EDUCATION AND INFORMATION TECHNOLOGIES 2025年第4期30卷 4717-4749页

作者： Dai, Zhicheng Yang, Yue Chen, Zengzhao Wang, Ling Zhao, Liang Zhu, Xiaoliang Xiong, Junxia Cent China Normal Univ Natl Engn Res Ctr Elearning Wuhan 430079 Peoples R China Cent China Normal Univ Natl Engn Res Ctr Educ Big Data Wuhan 430079 Peoples R China Cent China Normal Univ Fac Artificial Intelligence Educ Wuhan 430079 Peoples R China Cent China Normal Univ Sch Informat Management Wuhan 430079 Hubei Peoples R China

Higher education is beginning to focus on how to effectively cultivate IoT engineers who possess both hard skills and soft skills. Therefore, from the perspective of activity theory and combining it with project-based learning, this study constructed a project-based learning framework based on activity theory and applied this framework to an IoT course at a university in central China. The first half of the course adopted a traditional lecture-based teaching method, while the second half of the course was carried out based on the proposed framework, thus constituting a control group and an experimental group. To further explore the effectiveness of the proposed framework on IoT courses, the data of this study consisted of two aspects: on the one hand, questionnaires on students' learning engagement and satisfaction with the IoT course were collected;on the other hand, with the help of an intelligent teaching analytics platform, the effectiveness of the proposed framework in optimizing the classroom structure was objectively analyzed from three dimensions of teaching mode, classroom atmosphere, and teacher-student intimacy. The experimental results showed that compared with traditional teaching, teaching based on the proposed framework can significantly improve students' learning engagement and satisfaction. Specifically, the increase in emotional engagement was the highest at 43.07%, followed by a 26.42% increase in behavioral engagement and a 35.15% increase in cognitive engagement. Meanwhile, it also optimizes the classroom structure to a certain extent. The teaching mode has shifted from lecture-based to hybrid, the classroom atmosphere is more harmonious and equal, and the teacher-student intimacy is increasing.

关键词： project-based learning Activity theory Teaching effectiveness Internet of things

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