Abstract
Project-based learning delivered in online courses faces technological, social, and engagement challenges. To maximize the success of integrating project-based learning in online courses, various rapport and feedback techniques were introduced, along with several engagement strategies, to examine which techniques provided the most impact. A descriptive case study, with a single holistic design, was utilized to explore the use of these high-impact practices when using project-based learning in online social science courses. Observation, interview, and document review were used to evaluate the effectiveness of the approaches, along with direct interpretation and narrative analysis. Results identified the highest impact practice examples to build rapport, which include communicating expectations and creating opportunities for students, peers, and instructors to connect. High-impact engagement practices were identified for modifying content, such as offering multi-modal content and assignments, team-building strategies, cultural and accessible modifications, and external partnerships integration. High-impact feedback strategies were outlined for students, peers, instructors, industry and community partners, and the public. The implications of this study can be used for stepwise implementation of project-based learning into online courses while maximizing rapport and engagement of learners based on strategies most valued by digital learners.
Presenters
Susan WatsonClinical Associate Professor, Department of Multidisciplinary Innovation, University of North Texas, Texas, United States Miranda Williams
Clinical Assistant Professor, Department of Multidisciplinary Innovation, University of North Texas, Texas, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
New Digital Institutions and Spaces
KEYWORDS
Project-based learning, Online Courses, Higher Education, Case Study, Rapport, Engagement
