A project-based blended learning mode for mobile applicaton development course

In this paper, we describe our experiences in designing and delivering a course that blends together design, engineering, and entrepreneurship through the use of mobile devices. The significance of this work is in advocating for and demonstrating the motivational and educational benefits of using a mobile platform, and describing how to utilize the mobile marketplace to provide an authentic, real-world experience across these three domains.

This paper builds upon a preliminary investigation into the effectiveness of authentic assessment within a Mobile Application Development course. Aligning with Luan & Cowling (2015), authentic assessment has been shown to enhance student motivation and satisfaction through engagement with real-world client projects. However, while the initial pilot study revealed increased motivation and satisfaction among most students engaged with real clients, a minority expressed concerns regarding performance pressure. This earlier pilot highlighted student anxiety associated with performance expectations in authentic assessment contexts. Notably, the current research on authentic assessment in mobile application development fails to adequately address this specific concern. To address these concerns and further investigate student acceptance of authentic assessment, this study proposes a novel multi-faceted approach for a Technology-based program offered at Central Queensland University. The approach integrates real-world client involvement with faculty-provided support resources. Clients will offer project insights, while faculty will curate relevant websites and examples to bridge the gap between client expectations and student understanding. This combined approach aims to leverage the benefits of authentic assessment (client interaction, real-world application) while mitigating student anxieties by providing targeted academic support. The study will evaluate the impact of this multi-faceted approach on student acceptance of authentic assessment and their motivation to complete the assessment task. The study will evaluate the impact of this multi-faceted approach on student acceptance of authentic assessment and their motivation to complete the assessment task.

BackgroundHigher education institutions (HEIs) shifted from in-person attendance to blended and online learning due to the COVID-19 lockdowns. ObjectiveThis study investigated the students' perception of satisfaction, convenience, engagement, and learning towards blended and online courses conducted before, during, and after the COVID-19 lockdowns. MethodsA longitudinal study design was adopted to examine the students' perception of online and blended learning courses before, during, and after the COVID-19 lockdowns. The subjects consist of Health science students (N = 130) belonging to two different colleges of a public university and the study period includes three academic years (i.e., six semesters) (2018–2021). A survey tool was developed to collect data from students studying the computer fundamentals course through blended and online learning modes from 2018 to 2021. ResultsOver 95% of students have been satisfied with the course offered through various blended learning formats since 2018. The blended 0.50-course format is the most preferred one for the students; however, the Blended 0.75-course format is highly rated by the students regarding their satisfaction and engagement than other learning formats during the COVID-19 lockdowns. Following adaption after COVID-19, the students reported a high perception of learning towards the course when delivered through 100% online learning mode. ConclusionStudents' achievement is significantly associated with the learning modes, exam modes, and various student batches. The blended 0.75-course format group shows a higher achievement than the other three-course format groups. Likewise, those students who appeared in their exams online showed higher achievement than those who appeared physically. Further, the students felt equally convenient with Blended 0.75 and 100% online learning course formats. These findings would also help HEIs choose appropriate learning and examination modes while designing courses.

This research trains the students’ ethnomedicine literacy by using project-based learning and augmented reality assistance and evaluating the learning effectiveness. The research method used was a non-randomized control group pretest-posttest design, and a problem-based learning model was used as a control class. This research evaluates students' ethnomedicine literacy using descriptive statistical data analysis, n-gain scores, and ANCOVA tests. The research results showed differences in ethnomedicine literacy with an ANCOVA significance value of 0.08 between the experimental and control classes. Both classes showed increased ethnomedicine literacy, but the n-gain score for the experimental class was greater than that of the control class. Students' ethnomedicine literacy is higher in the experimental class because there are learning activities that empower ethnomedicine literacy, such as students are trained to be broad-minded, have positive attitudes and behavior related to ethnomedicine studies, working on simple manufacturing projects based on student research to get closer to the environment and society, and using AR as a simulation for testing the antibacterial power of medicinal plants. This research concludes that AR-assisted project-based ethnobotany learning is proven to be able to increase students' ethnomedicine literacy. This research can be helpful as a learning design reference to empower ethnomedicine or other literacy in biology.

Digital portfolios have become an essential assessment tool in project-based and student-centered learning environments. Unfortunately, students exert minimal effort in creating digital portfolios because they find the writing component unchallenging. This issue is concerning since existing research predominantly focuses on the use of pre-existing platforms for building digital portfolios. With this concern, there is an opportunity to explore more challenging approaches to digital portfolio creation. Consequently, this study employs a project-based learning (PBL) approach within a website design and development course, where 176 undergraduate students completed weekly coding tasks culminating in a self-coded digital portfolio. Using a one-group posttest-only research design, data were collected through a structured questionnaire that included demographic items and validated scales measuring learning effectiveness and ownership of learning. The survey was administered electronically after students submitted their digital portfolio projects. The results reveal that device ownership shows only weak associations with students’ perceptions, while internet connectivity and self-reported academic performance demonstrate stronger relationships with engagement and ownership of learning. Additionally, prior experience with digital portfolios positively influences students’ engagement, motivation, and ownership of learning. Implications of these findings are discussed for supporting the integration of digital portfolios into technical disciplines. Overall, this study contributes to the literature on PBL methodology, expands our understanding of digital portfolio integration, and underscores the significance of student-centered pedagogies.

This research aims to determine the implementation of digital-based blended learning history design in SMA/SMK in Malang City. This study used a descriptive qualitative method. Data collection techniques were carried out using observation, documentation, interviews, and open questionnaires. The research subjects were the PPG Pre-Service History Practicing Teachers at the State University of Malang, Phase II, who carried out practical field experiences at SMAN 1, SMAN 10, SMKN 4, and SMKN 6, Malang City in 2023. To check the validity of the data, data triangulation was carried out. The data analysis carried out was narrative-qualitative. Data analysis in this research includes data reduction, data presentation, and conclusion. The research results show that the blended learning mode that has been implemented can increase student learning outcomes from an average of 61.33 to 89.5. Students' psychomotor learning outcomes increase with product evaluation through virtual exhibition activities. The implementation of mixed-mode history learning in vocational and senior high schools runs effectively by teachers conducting classroom observations and adjusting students' learning needs. Apart from that, history teachers apply various varied learning models, namely project-based learning (PJBL) and problem-based learning (PBL). Evaluation is carried out to improve students' cognitive, affective, and psychomotor abilities. History learning activities are carried out with a learning process that integrates high-level thinking (HOTS). Learning also uses various digital media including Canva, video, Padlet s.id, and educational games, capable of producing critical, creative, and innovative historical learning. The mixed implementation mode used has challenges for history teachers including having to provide clear instructions for the learning process; for vocational school students, history subjects are not productive learning, so teachers supervise learning so that students focus on historical material; Vocational school teachers provide differentiated assignment options for determining the type of product produced.

Engineering education is an important part of preparing quality graduates for the challenges of the Covid-19 and post-pandemic conditions, and electronics engineering education is no exception. Blended learning-based projects as an alternative to innovative learning at this time. This study aims to explore and explain the application of blended learning-based projects in electronics engineering education courses. The research method used is a project-based product design and development carried out by blended learning. We conduct our project activities in higher education special students from Electronic Engineering Education that take part in the learning of this project. Students who participate are only limited to small groups to avoid the impact of the Covid-19 pandemic, in 1 small group consisting of 3-5 people and there is 1 group leader who manages the work, while other members are supportive and help complete joint projects. The results of this study show the ability of students to work by implementing project-based learning in producing products, namely Exhaust Fan products based on Electrostatic Precipitator (ESP) as a form of a mini prototype that can be used for small household scale industries. The ability of students to work on product manufacturing by applying the principles of project-based learning in the category already has the ability to, skilled and thoroughly working on the project that was planned until it succeeded in becoming a product prototype which was carried out in project-based blended learning.

Objective: This study aims to improve individual innovative behavior and learning outcomes and determine differences in individual innovative behavior and student learning outcomes after being taught with Project_Based Blended Learning synchronous and asynchronous online models followed by face-to-face offline models in the post-COVID-19 era. Method: The research used a quasi-experiment; the control class samples were 33, and the experimental class was 33 students. Data were collected using questionnaires, test instruments, and observation sheets, and the collected data were analyzed using descriptive statistics, gain tests, and t-tests. Result: The increase in individual innovative behavior and learning outcomes before and after teaching in the control class in the moderately effective category is lower and significantly different compared to the experimental class in the practical category. The final score of individual innovative behavior and learning outcomes of the control class is lower and significantly different than that of the experimental class. Novelty: Blended Learning in this research is integrated with Project-Based Learning with synchronous and asynchronous online models to produce project products assigned to be used in practical courses.

A learning management system is a system that supports student learning with several components. Telkom University is an institution that has an LMS called CeLOE LMS (Center for e-Learning and Open Education Learning Management System). Using LMS supports students' learning process, and lecturers can monitor what activities are carried out by their students. The pattern of learning by students can affect the success of learning in certain situations. The influence of these learning patterns makes lecturers need to pay attention to differences in student learning patterns. The data that will be used in this research are Website Application Development and Enterprise Systems courses. This study uses a process mining method with fuzzy miner algorithms to overcome the "spaghetti-like" process model into a more straightforward and easier-to-understand form. The resulting process model will then be analyzed using the graph simplification process method to obtain an accurate process model that describes the event log. In the Website Application Development course, conformance for all students Event logs is 99.93%, while conformance for students with index A event log is 99.94%. In the Enterprise System course, both event logs show the best conformance of 100%. The modeling produced by the two courses shows that the resulting model has a close alignment between the fuzzy model and the event log to reflect the behavior observed in the event log.

Our research question focuses on how industry-based practices enable learning experiences between a wide range of collaborators and in a variety of spatiotemporal surroundings, including educational contexts, supported by the latest technological evolutions. We start with the observation that the advent of the digital transformation of our society bridges the gap between industry and academia and provides many opportunities for the future by expanding learning experiences. This change has been undeniable since the beginning of the COVID-19 crisis. Additionally, the success of apprenticeship training (Cerdin and Peretti in The success of apprenticeships, 2020; Montargot and Drillon in Succ Apprentice Views Stakeholders Train Learn 3:79–86, 2020) shows a growing interest in blended learning (Dziuban et al. in Int J Educ Technol High Educ 15:1–16, 2018) and ‘mixed processes and practices’ (Parsons and MacCallum in Agile and lean concepts for teaching and learning. Springer, 2019) on the part of companies and universities. Based upon three lecturers’ experiences in France, this chapter provides practical insights about how to align industry-based practices and higher education by focusing on three specific methods/approaches: ‘learning-by-doing’ through workshops, ‘project-based learning’ by means of case studies, and ‘heutagogy’ via mixed modes. Our aim is to highlight key challenges and barriers, advantages and opportunities of these three different approaches, and to suggest recommendations to support further development of innovative digital teaching and learning practices in higher education.KeywordsLearning by doingWorkshopProject-based learningCase studyHeutagogyPAHTechnology

The purpose of this study was to analyze the effect of Blended Learning (BL) and Project-Based Learning (Pj-BL) on the pre-service teachers’ creative thinking in learning biology. This type of research is a quasi-experimental study with 76 biology education students as research subjects. In its implementation, the experimental class was taught using the BL and Pj-BL approach, the control class is conventional class. The parameters are creative thinking with 4 indicators. Data was collected using pretest and posttest assessments. Data is presented and analyzed descriptively. The results of the study were overall the average score of creative thinking of pre-service teachers in the experimental class was 91 with an N-gain index of 0.62, higher than in the control class (76) with an N-gain index of 0.51. From the results, it could be concluded that Blended Learning and Project-Based Learning are quite influential in increasing the creative thinking ability of pre-service biology teachers, and BL and Pj-BL is quite more effective than conventional in increasing the pre-service teachers’ creative thinking in biology learning.

Technological solutions for promoting employees' knowledge levels and practical skills: An SVVR-based blended learning approach for professional training

The aim of this research is to increase student cooperation with application Project Based Learning (PjBL) learning model in History Learning in class X-6 SMAN 1 Bringin for the 2022/2023 academic yearKeywords: Learning, Model, Pre-Literacy, Results. This research is Collaborative Class Action Research (PTKK) which was carried out with a cycle technique, each cycle consists of four stages, namely planning, action, observation, and reflection. The subjects of this research were class X-6 students at SMAN 1 Bringin totaling 35 students. The data sources in this research come from teachers, students, and history learning process. Data collection techniques used include observation, interviews and questionnaires. Based on the research results, it shows that the average percentage at the pre stage Action was 63.93%, in cycle 1 there was an increase of 5.21% to 69.14%. And in cycle 2 the percentage of student cooperation increased again by 6.43% to 75.57%. The percentage of achievements in cycle 2 stage has achieved the performance target research that has been previously determined is ≥75%. Based on the results of the research and discussion, it can be concluded that learning history using the Project Based Learning (PjBL) learning mode can increase the cooperation of class X-6 students at SMAN 1 Bringin.

The aim of this literature review is to analyse the effectiveness of project-based learning on students’ science process skills (SPS). Project-based learning as the learning method, which is recommended by the Indonesian curriculum, supposed to improve students’ skills. Indonesian curriculum emphasizes the achievement of students’ competencies, namely spiritual, social, knowledge and skills. SPS are the part of skills competency that will improve in science learning process. The method used in this study is a literature review. First, the researcher provides the definition of project-based learning. Next step is to find information about how to conduct project-based learning and the important things to do in project-based learning. Then, the researcher synthesizes some information about work had been done to improve SPS in the previous study and make a connection with project-based learning. Based on the literature review, students’ SPS will improve through clear instructions which involve students to design the science learning activities. The finding indicated that project-based learning activities effective to improve students’ SPS.

The aim of this research aims to describe the application of the Project Based Learning (PjBL) model to improve creative thinking and learning achievement. The research design used action research and continued with quasi experiments. The action cycle is carried out in 3 cycles. Quasi experiments use one experimental class and one control class. The subjects of this research were 27 class A students in the even semester of the 2023-2024 academic year. The research sample was taken using simple random sampling, then class C was selected, totaling 28 people as the experimental class, while class B was 27 people as the control class. Data collection uses observation sheets and tests. Data analysis uses observational analysis of the application of learning models, analysis of creative thinking and learning achievement using the t test. The results of this research show that the application of the project based learning (PjBL) model can improve creative thinking, increase achievement and effectively improve learning achievement in media and learning resource development courses.