Purpose

One of the main obstacles facing project-based learning (PBL) adoption relates to a lack of understanding by teachers and students in the roles they are required to play in the learning process. This study aims to address this obstacle, so as to better promote regular adoption of PBL pedagogy in educational institutions.

Design/methodology/approach

The strategy was to undertake an in-depth case study of PBL courses taught in UNI-X’s undergraduate curriculum. The case study approach is particularly appropriate for this exploratory study because it allows to capture the organizational dynamics of the phenomenon better and also its ability to explain the phenomenon based on interpretation of data.

Findings

This paper presents an empirical study on the role perspective of PBL in a collaborative project environment. By drawing upon a case study of UNI-X, the authors argue that a teacher plays the roles of a designer, champion, facilitator and manager in a PBL course. To ensure that learning is effective, students should play the roles of a self-directed learner and a warrior when completing their projects. It is clear that role ambiguity and role conflict could occur in PBL courses and might even impact the effectiveness of student learning.

Originality/value

For researchers, this paper contributes to the PBL literature by introducing a role perspective of PBL. This study identifies a list of roles a teacher and a student could potentially play in a PBL setting. Such understanding could serve as a reminder for a teacher and a student for the roles they need to play in achieving learning outcomes of a PBL course.

中文翻译：

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探索使基于项目的学习成为现实的关键角色：从大学案例研究中得出的见解

目的

采用基于项目的学习（PBL）面临的主要障碍之一是教师和学生对他们在学习过程中所扮演的角色缺乏了解。这项研究旨在解决这一障碍，以便更好地促进教育机构定期采用PBL教学法。

设计/方法/方法

该策略是对UNI-X本科课程中教授的PBL课程进行深入的案例研究。案例研究方法特别适合于此探索性研究，因为它可以更好地捕获现象的组织动态，还可以基于数据解释来解释现象。

发现

本文对协作项目环境中PBL的角色视角进行了实证研究。通过对UNI-X的案例研究，作者认为，在PBL课程中，老师扮演着设计师，冠军，促进者和经理的角色。为确保学习有效，学生在完成项目时应扮演自我指导的学习者和勇士的角色。显然，在PBL课程中可能会出现角色歧义和角色冲突，甚至可能影响学生学习的效果。

创意/价值

对于研究人员而言，本文通过介绍PBL的角色观点，为PBL文献做出了贡献。这项研究确定了教师和学生在PBL环境中可能扮演的角色清单。这种理解可以提醒教师和学生他们在实现PBL课程的学习成果中需要扮演的角色。