Project-Based Learning in Post-Secondary Education – Theory, Practice and Rubber Sling Shots

By L. Helle, Päivi Tynjälä, E. Olkinuora. 2006

809 citations recorded by the source corpus.

Subfields: Biomedical Engineering, Education, Media Technology

View Paper: https://www.semanticscholar.org/paper/7b8bf59d230859ba7b7de6991876d66ba549cdfb

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Biomedical Engineering

1. D. Kokotsaki
2. A. Wiggins
3. V. Menzies

In Education

1. Rui M. Lima
2. Sandra Fernandes
3. D. Kokotsaki
4. Diana Mesquita
5. Ana‐Maria Bliuc
6. Anindito Aditomo
7. Peter Goodyear
8. Robert A. Ellis

In Media Technology

1. D. Kokotsaki
2. Diana Mesquita
3. Sandra Fernandes
4. Michael M. Grant
5. A. Wiggins
6. V. Menzies

Citations in the corpus

• Students’ views of assessment in project-led engineering education: findings from a case study in Portugal (2012, background): “It aims to enhance student‐centredness, teamwork, interdisciplinarity, linking theory to practice, development of critical thinking and competencies related to interpersonal communication and project management (Powell and Weenk 2003 ; Helle, Tynjala, and Olkinuora 2006 ).”
• Learning, Beliefs, and Products: Students' Perspectives with Project-Based Learning. (2011, background): “Project-based learning affords flexibility in interests and the construction of personally meaningful artifacts in order to encourage positive motivations and ownership (Helle et al, 2006).”
• Engaging students in learning: findings from a study of project-led education (2014, background): “With PLE, students can work together in teams to solve large-scale open-ended projects (Powell and Weenk 2003; Helle, Tynjälä, and Olkinuora 2006).”
• Project-Based Learning and Pedagogy in Teacher Preparation: Staking out the Theoretical Mid-Ground. (2011, background): “Our projects are learner-centered, collaborative, task-based activities that extend over a period of time, e.g. a week, month, or a semester, resulting in a final learning artifact (Donnelly & Fitzmaurice, 2005; Helle et al., 2006).”
• Project-based learning: A review of the literature (2016, positive): “The uniqueness of PBL is the construction of an end product, a ‘concrete artefact’ (Helle et al., 2006) which represents students’ new understandings, knowledge and attitudes regarding the issue under investigation often presented using videos, photographs, sketches, reports, models and other collec”
• The Effect of Authentic Project-Based Learning on Attitudes and Career Aspirations in STEM. (2019, background): “Indeed, research suggests that faculty perceptions of the amount of work associated with PjBL is a barrier to implementation (Cooper et al., 2015; Helle et al., 2006; Thomas, 2000).”
• Inquiry-based learning in higher education: principal forms, educational objectives, and disciplinary variations (2013, background): “While IBL is widely advocated, there is relatively little sustained research on IBL at the university level (Helle et al. 2006; Spronken-Smith et al. 2011).”