Building Collaborative Competencies: Project-Based Learning in the University Environment
DOI:
https://doi.org/10.12795/CP.2024.i33.v2.07Keywords:
Collaborative learning, Group competencies, Higher education, Active methodology, Intrinsic motivation, Student satisfactionAbstract
his article explores the importance of project-based learning (PBL) in higher education as an active methodology. PBL promotes a learning experience that goes beyond the acquisition of theoretical knowledge, allowing students to develop interpersonal and technical skills necessary for the future work environment. A pre-post design was employed on a sample of 43 students at the University of Deusto, using an ad hoc questionnaire with quantitative and qualitative data recording in order to assess personal and group perceptions and competences with respect to traditional teaching methodologies and PBL methodology. The findings indicate that PBL improves students' assessment and perception of their learning. In addition, there is an improvement in the conception of group work, especially in terms of autonomy, belonging and development of competences such as communication and leadership. The study has limitations, such as the size of the sample and the lack of longitudinal follow-up. It is recommended that future research expand the sample and use more objective assessments of academic performance. The results suggest that PBL is a valuable methodology for higher education, preparing students for collaborative and adaptive work environments by strengthening key group competencies.
Methodology: A pre-post design was employed in a sample of 43 students from the University of Deusto. It was applied an ad hoc questionnaire with quantitative and qualitative data, in order to evaluate personal and group perceptions and competencies with respect to traditional teaching methodologies and PBL methodology. The pre- and post-activity data collection allowed to evaluate the impact of this methodology on the educational experience of its participants.
Results and Discussion: The findings indicate that PBL improves the students' assessment and perception of their learning. Also, an improvement is found in regard of the conception of group work, especially in terms of autonomy, belonging and development of competencies such as communication and leadership. These results are consistent with previous studies that highlight PBL as a methodology that promotes active and collaborative learning.
Limitations: The study has limitations, such as sample size and lack of longitudinal follow-up. It is recommended that future research expand the sample and use more objective academic performance assessments.
Conclusion: Results suggest that PBL is a valuable methodology for higher education, preparing students for collaborative and adaptive work environments and strengthening essential group competencies.
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