Empowering collaboration in project-based learning using a scripted environment: lessons learned from analysing instructors' needs

Abstract

<p>Project-based learning (PBL) is a pedagogical approach that many higher education programmes have incorporated. In PBL, students work in a team or group on a specific project for an extended period of time facilitated by an instructor. Previous studies have identified group work collaboration as a key challenge in PBL. To address this, the authors take inspiration from the computer-supported collaborative learning (CSCL) field by proposing a scripted CSCL environment called the Project-Based Learning ActIvity Designer (PBL-AID). Design-based research (DBR) was utilised as the methodological framework during the iterative stages of developing this environment. An empirical study of the first iteration of the DBR process was carried out, with the aim to explore and investigate instructors' perceptions and technological needs. A mixed-methods approach was used in the evaluation. Findings indicate positive feedback for the PBL-AID environment in general, although there is room for further improvements.</p>