Examining learning transformation in project-based learning process
Journal of International Education in Business
ISSN: 2046-469X
Article publication date: 22 March 2019
Issue publication date: 1 October 2019
Abstract
Purpose
The purpose of this paper is to present a learning transformation framework for analyzing how learning evolves during project-based learning (PBL) process. Here, the authors adopt Lewin’s (1951) change theory as an analytical lens to examine the project-based learning curriculum at a University called UNI-X. This is a major contribution to PBL literature, as little is known about the dynamics of learning during PBL process. In fact, the learning transformation framework can serve as the basis for further research in PBL process. For educators, this paper provides them with useful insights on how to break project members’ escalating commitment to previous failing ideas and accept alternative workable ideas. Educators can use the framework in post-mortem analyses of projects to devise useful actions for facilitating learning transformation during PBL process.
Design/methodology/approach
The strategy used in this paper was to undertake in-depth case research of PBL courses developed and taught in UNI-X. Focused group interviews were conducted with 28 students, 12 faculty and 5 industry project sponsors asking specifically their perceptions of PBL’s course design, delivery and its impact on overall student experience.
Findings
This paper presents a learning transformation framework for analyzing the change process of how learners experiment new ideas, explore alternative ideas and eventually come to a consensus to accept new ideas during PBL in a collaborative project environment. By drawing upon a case study of UNI-X, the authors argue that unfreezing beliefs of previous ideas is critical if alternative ideas are to be developed. It is clear that the entire process of ‘unfreezing-changing-refreezing’ has occurred in the PBL courses at UNI-X and enacted through unfreezing beliefs in previous ideas, changing previous beliefs and refreezing the new beliefs. Through interviews with students, instructors and project sponsors in the PBL courses, the authors gathered data to examine how project members could give up previous ideas and accept alternative ideas.
Originality/value
The authors adopt Lewin’s (1951) change theory as an analytical lens to examine the project-based learning curriculum at UNI-X. This is a major contribution to PBL literature, as little is known about the dynamics of learning during PBL process. In fact, the learning transformation framework can serve as the basis for further research in PBL process.
Keywords
Acknowledgements
This research is funded by Singapore’s Ministry of Education Tertiary Education Research Fund (MOE-TRF) Accepted Research Proposal: ‘Evaluating SMU-X Pedagogy: An Innovative Approach to Prepare University Students with Future Work Skills’.
Citation
Pan, G., Seow, P.-S. and Koh, G. (2019), "Examining learning transformation in project-based learning process", Journal of International Education in Business, Vol. 12 No. 2, pp. 167-180. https://doi.org/10.1108/JIEB-06-2018-0022
Publisher
:Emerald Publishing Limited
Copyright © 2019, Emerald Publishing Limited