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Problem-based learning in the context of project management has brought a lot of benefits to different parties in the context of Sydney. In this literature, such benefits include the following;
Better academic knowledge
Studies have shown that problem-based learning has contributed immensely in the field academics. It has facilitated better understanding and proper comprehensibility of academic projects among the learners. Full participation involving problem-based learning activities have promoted good knowledge management retentivity among learners. This is possible through open ended conversations among peer group of learners.
In the end mutual it boosts mutual understanding in various spheres of academic field among learners. Subsequently, learners will be able to better their academic outcomes in their various institutions. In an institutional set-up evaluation of prior and recent examination tests have demonstrated that learners can comprehend and effectively communicate basic arithmetic principles (Boud, Cohen & Sampson, 2014).
For instance, consider a case where a student handles a project work involving information technology to come up with new computer-model software or hardware. This can be evaluated against students who are not undertaking project work. It can be proved that learners undertaking project-based learning perform better than others that do not pursue such. The academic knowledge is widened through constant research hence in the end project work improves learner’s academic results (Martinsuo, 2013).
Problem based learning in the context of project management has continued to broaden the skills of several learners. Project work has made it possible for various skills relating to different project work to be transferred from area to another.
Better still, the skills gained through project-based learning is of great value as compared academic theoretical-based skills. For example, project management has enabled the learners to develop more insight in problem solving skills and come up with workable solutions (English & Kitsantas, 2013).
This has also help to broaden their communication skills, technical skills, listening skills and analysis skills. Where there is little application of these skills, learners seemed to be faced with several challenges. It therefore forces some learners to work voluntarily to enable the gain more skills for instance, in the field of engineering learners have broadened their skills to enable them to comprehend the contextual social problems facing engineering works. Teacher and student relationship have also improved leading to better provision of feedback more so in the field of science (Brundiers, & Wiek, 2013).
Inspiration and Pleasure
From this research, it can be indicated that learners are inspired by project-problem-based learning exercises. This is made possible by observing their practical project undertaking in their various institutions of learning. It can be outlined that researchers have applied various approaches to assess learner’s attitude based on their learning encounters by conducting interviews and observing their reaction.
It can be established that learners get inspired and pleasure on what they can practically perform (Ryan, et al., 2013). More so, in the engineering field learners are best inspired by performing hand-driven projects as compared to theorical lecture sessions. This makes them to believe in one and satisfy their learning requirements.
Critical examination of student’s attitude in the field of engineering indicates that there exists a positive relationship between learner’s inspiration and skills acquired through project work. Where there is use of project problem-based learning, it makes learners to get inspired and enjoy their project work (Capraro, Capraro & Morgan, 2013).
Constantand steady commitment
Project problem-based learning is of great benefit to learners who can cooperate and be committed in solving real challenges in the world which have direct impact on them or may be an area of concern. They therefore partner with societies, industrial-sector, public-sector and pool of specialized personnel to facilitate the improvement of quality of life of people. Through this cooperation, people who are not academically oriented can be linked with for better utilization of resources (Pemsel, & Wiewiora, 2013).
Learners can commit themselves and link up more with Non-governmental organizations structure as well as various states to protect the vulnerable ecosystems. This continued commitment enables students to research more and present their findings that help in fixing problem of unemployment. Such linkages with various personnel and sectors will enable learners get employment and widen their research network for future technological advancement (Bartsch, Ebers & Maurer, 2013).
Multiple researchers want
Many researchers are of different sexes and abilities. Problem-based learning therefore helps bring people of different sexes and managerial understanding into a common understanding. Also, learners do not have same academic wants, qualifications, ability and foundations.
Through problem-based learning, variety of wants from different students with different capabilities can be fixed by coming up with different study style and participatory approach (Glen, 2017). Project based assignment will enable learners operate within their academic targets, time-frames and learning objectives. Students whose main aim is to be equipped with qualitative and quantitative-skills will have their wants met. In the end inequalities and study-gaps will be eliminated through further study (Ke, 2014).
Learners will develop good relationship with the staffs. Most academic staffs find it plausible to integrate the student research-findings in their presentation (Larmer, Mergendoller & Boss, 2015). In turn, learners do feel recognized hence improve the way they relate to their administrators. These finding become useful to teachers and therefore boosts their teaching-methodology as well as enhancing teacher-learner spirit.
Disclosure of study-gaps and Revision
Problem-based learning may be useful in disclosing study-gaps that needs a thorough attention and more research work. There could be a study-gap between the teacher and student research experience. Such study-gaps could be mitigated where their exists better understanding, team-spirit and cooperation between learners and teachers who in the end will integrate their findings in teaching methodology (Todorovi?, et al 2015).
Students who carry out project study work from various learning institutions will have their academic findings being reviewed thoroughly. Due to constant review, learners will be ready to accept such correctional feedback (Schwalbe, 2015).
There will be increased level of keenness and new techniques to be adopted. Also, more expertise knowledge and skills are gained. Generally, such revisions will help fix the study-gaps hence promoting togetherness, foster cooperation and understanding in the institution and entire student body.
1. Boud, D., Cohen, R., & Sampson, J. (2014). Peer learning in higher education: Learning from and with each other. Routledge
2. Martinsuo, M. (2013) Project portfolio management in practice and in context. International Journal of Project Management, 31(6), 794-803.
3. English, M. C., & Kitsantas, A. (2013) Supporting student self-regulated learning in problem-and project-based learning. Interdisciplinary journal of problem-based learning, 7(2), 124-137: https://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1339&context=ijpbl
4. Brundiers, K., & Wiek, A. (2013). Do we teach what we preach? An international comparison of problem-and project-based learning courses in sustainability. Sustainability, 5(4), 1725-1746.
5. Ryan, S., Scott, B., Freeman, H., & Patel, D. (2013). The virtual university: The internet and resource-based learning. Routledge.
6. Capraro, R. M., Capraro, M. M., & Morgan, J. R. (Eds.). (2013). STEM project-based learning: An integrated science, technology, engineering, and mathematics (STEM) approach. Springer Science & Business Media.
7. Pemsel, S., & Wiewiora, A. (2013). Project management office a knowledge broker in project-based organisations. International Journal of Project Management, 31(1), 31-42.
8. Bartsch, V., Ebers, M., & Maurer, I. (2013). Learning in project-based organizations: The role of project teams' social capital for overcoming barriers to learning. International Journal of Project Management, 31(2), 239-251.
9. Glen, S. (2017). Problem-based learning in nursing: A new model for a new context. Macmillan International Higher Education.
10. Ke, F. (2014). An implementation of design-based learning through creating educational computer games: A case study on mathematics learning during design and computing. Computers & Education, 73, 26-39.
11. Larmer, J., Mergendoller, J., & Boss, S. (2015). Setting the standard for project based learning. ASCD: https://www.researchgate.net/publication/318822669_Setting_the_Standard_for_Project_Based_Learning_A_Proven_Approach_to_Rigorous_Classroom_Instruction
12. Todorovi?, M. L., Petrovi?, D. ?., Mihi?, M. M., Obradovi?, V. L., & Bushuyev, S. D. (2015). Project success analysis framework: A knowledge-based approach in project management. International Journal of Project Management, 33(4), 772-783.
13. Schwalbe, K. (2015). Information technologyproject management. Cengage Learning.