An Exploration Into Key Roles in Making Project-Based Learning Happen: Insights From a Case Study of a University

Abstract

Given the challenges encountered in adopting project-based learning in higher education, it is important to understand how project-based learning pedagogy can be effectively delivered, hence, resulting in quality student learning from project experience. Recent work suggests that the instantiation of specific roles of the teacher and the student may be central in a project-based learning course. Using a case study of UNI-X with a focus group approach, we examined the roles played by the teacher and the student in project-based learning courses. Results suggest that the teacher plays the roles of a designer, champion, facilitator and manager in a project-based learning course. To ensure learning is effective, the student has to play the roles of a self-directed learner and a warrior when completing his or her project. Our study also identifies the existence of role ambiguity and role conflict in project-based learning courses and we discuss how role conflict could impact the effectiveness of student learning. Implications for research and practice are highlighted.

Keywords: project-based learning, experiential learning