Benefits and Challenges of Introducing a Blended Project-Based Approach in Higher Education: Experiences from a Kenyan University

Autor/inn/en	Munezero, Myriam D.; Bekuta, Balozi K.
Titel	Benefits and Challenges of Introducing a Blended Project-Based Approach in Higher Education: Experiences from a Kenyan University
Quelle	In: International Journal of Education and Development using Information and Communication Technology, 12 (2016) 2, S.206-218 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-0556
Schlagwörter	Educational Benefits; Blended Learning; Extracurricular Activities; Universities; Interpersonal Competence; Job Skills; Student Projects; Teaching Methods; Foreign Countries; Problem Based Learning; Forestry; Case Studies; Computer Mediated Communication; Asynchronous Communication; Technological Literacy; Skill Development; Observation; Qualitative Research; Interviews; Kenya + Suchen Sie Ihr Suchwort? Bildungsertrag; Außerunterrichtliche Aktivität; University; Universität; Interpersonale Kompetenz; Produktive Fertigkeit; Schulprojekt; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Problem-based learning; Problemorientiertes Lernen; Forstwissenschaft; Waldwirtschaft; Case study; Fallstudie; Case Study; Computerkonferenz; Technisches Wissen; Kompetenzentwicklung; Qualifikationsentwicklung; Beobachtung; Qualitative Forschung; Interviewing; Interviewtechnik; Kenia
Abstract	This article investigates a blended project-based approach that was introduced to forestry and ICT undergraduates as an extracurricular activity at the University of Eldoret, Kenya. The approach blends problem-based learning and participatory design to solve real-life forestry problems. Even though the use of the approach itself is not novel, in this article, we explore its introduction as an extracurricular activity at a university that currently follows a more traditional teaching paradigm. Using a multiple case study, the study explores the project implementation activities and student experiences in order to identify the benefits gained and challenges faced. The findings show that the used blended project-based approach results in solutions that are more contextually relevant and also equips the participating students with technical, interdisciplinary and interpersonal skills that are essential to entering the workplace which they may otherwise have not acquired from their curricula. (As Provided).
Anmerkungen	International Journal of Education and Development using Information and Communication Technology. University of the West Indies Open Campus, Dave Hill, St. Michael BB11000, Barbados. Tel: 868-663-9021; Fax: 868-645-9741; Web site: http://ijedict.dec.uwi.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01