Students' Learning Experiences in Project-Based Learning (PtBL): With Pain Comes Gain

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Author(s): Roxanne DuVivier (Wright State University, USA), Carol Logan Patitu (Wright State University, USA)and Sheri Stover (Wright State University, USA)
Copyright: 2017
Pages: 22
Source title: Handbook of Research on Creative Problem-Solving Skill Development in Higher Education
Source Author(s)/Editor(s): Chunfang Zhou (Aalborg University, Denmark)
DOI: 10.4018/978-1-5225-0643-0.ch015

Keywords: Education / Higher Education / Information Science Reference

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Abstract

This chapter examines the perceptions of nineteen graduate students' regarding the incorporation of Project-Based Learning (PtBL) in a Student Affairs class. This chapter demonstrates that not all students in the class were prepared to assume the responsibility of PtBL learning and yearned for a “traditional” classroom environment where instructors provide structure and step-by-step instructions. However, through hard work and the support from the instructor, the students were successful in completing outstanding PtBL workshops. While students reported increased levels of stress and anxiety while creating their workshop, students also reported having high levels of pride and validation once they successfully conducted it. Students reported being taken outside of their comfort zones and reported high levels of personal growth once they successfully completed their workshops. The PtBL research supports the assertion, “with pain comes gain”.

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