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Towards a model of accelerated project-based learning (PBL) for innovative technology projects
Dissertation   Open access

Towards a model of accelerated project-based learning (PBL) for innovative technology projects

Victor S. Sohmen
Doctor of Education (Ed.D.), Drexel University
Sep 2016
DOI:
https://doi.org/10.17918/etd-7043
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Abstract

Project method in teaching Educational leadership Education
An existing Engineering Technology (ET) framework of Project-Based Learning (PBL) was examined for structure and rigor as a springboard to propose a robust PBL model, guided by three research questions: (a) What is the extent to which self-directed learning (SDL) skills were applied by final-year ET students in PBL, as determined quantitatively through the Self-Directed Learning Readiness Scale (SDLRS-A(r))?; (b) How are self-directed learning (SDL) skills, project management (PM) efficiencies, and change leadership (CL) effectiveness applied in the implementation of ET capstone projects?; and, (c) What are the best practices to accelerate PBL by employing SDL skills, PM efficiencies, and CL effectiveness? The mixed methodology research was conducted in two phases: Phase 1-Quantitative and qualitative: The SDLRS-A(r) Survey incorporating a 58-item questionnaire, six demographic items, and three open-ended questions on change leadership/change processes was administered to 30 Senior Design students graduating from an ET program; and, Phase 2-Qualitative: In-depth, one-on-one interviews with six student leaders from eight diverse, innovative capstone projects, and six faculty advisors who had facilitated these projects. Using SPSS 24.0, the SDLRS-A(r) questionnaire assessed the 30 Senior Design students' SDL skills in project implementation, using factor analysis to ascertain and compare a priori evidence. Additionally, textual analytic software (NVivo 11) graphically analyzed responses to the three open-ended questions for the Senior Design students' understanding of change leadership/change processes of their capstone projects through the Fall, Winter, and Spring terms of 2015-2016. Similarly, the semi-structured, one-on-one PBL interviews of six student team leaders and six faculty advisors were iteratively analyzed using graphical textual analytic software, Leximancer 4.5. The quantitative and qualitative analyses of the primary data identified essential elements of an accelerated PBL model through enhanced SDL skills, streamlined PM efficiencies, and, dynamic CL effectiveness. This PBL model is geared to yielding optimal outcomes with minimal loss of time and resources in rapidly evolving, technological environments in 21st century higher education. The study concluded that such an accelerated PBL model could also minimize the employment gap, fuel students' self-motivation, enable skill-building, and instill a deep commitment to life-long learning-in a competitive, technology-infused, and information-intensive world.

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