The continuous learning is essential for the individual and groups for maintaining the growth in different perspectives and gaining the knowledge about the different topics. The problem-based learning is helpful for people to shave in-depth understanding related to the areas of concern and planning of the operations according to the new standards (Hwang and et al., 2015, p. 449-473). For a manager, the problem-based learning is essential for managing the outcome and learning of the new skills that help in solving the issues related to the project management in the complex environment. However, the interest in project management is growing fast and there are some consequences that influence the approach of a manager to meet the objectives of the project. The learning of advanced project management tools and functions is helpful for managing the activities and actions as per the requirements (Savery, 2015, p. 5-15). The learning that based on the problem will also support in the improvement of the success rate of the projects in particular areas and help to maintain the working environment. It is also considered that, rather than offering training and theoretical education related to applying the tools and techniques, there is a need to preparing the managers by offering some practical Knowles related to solving the problem (Glen, 2017, p. 20).
There are various issues faced by the project managers in terms of time management, team working, research gathering, information synthesizing and utilization of tools. The combination of skills and knowledge about the new standards will be beneficial for solving the problems related to the project management. There are changes required in problem-based education for NSW related to the understanding of personal and social responsibilities, planning of actions, critical thinking, and creativity in the handling of project operations (Dolmans and et al., 2015, p. 354-359). Moreover, the communication and cross-culture understanding is also important for changing the current scenario of the project management education in NSW region. In addition to this, the problem-based learning can be beneficial for the managing the project by utilizing the technology and related tools that improve the critical thinking, work together on particular issues and get the best solution for the same (Zhang and et al., 2016, p. 32-38). There are various strategies can be used for increasing the problem based learning in project management such as providing multiple assessment opportunities, offering the access of libraries and database for gaining the knowledge related to project management functions and take control over the activities of the potential project managers to meet the objectives (Kong and et al., 2014, p. 458-469).
What is the issue?
In the current scenario, there is a high demand for project managers who have good knowledge and understanding related to the new functions and operations of the project management methods and solutions. In the diverse society, the problem-based learning and education is not up to the required standards that affecting the practical understanding of the project management approach and operations (Yuan and et al., 2016, p. 540). The lack of knowledge and understanding related to the various project of NSW regions influencing the effectiveness of the projects and outcome.
Why is the issue?
The problem-based learning is an issue for NSW regions as the various educational agencies are not taking any interest in the improvement of the learning system. Moreover, the government agencies are also not taking any significant action for improving the project management function to encourage the learning of the people. The ignorance and lack of interest from the government and the leading authority of the NSW are affecting the growth and other operations of project management in this region. The students are facing issues in solving the real world problems with high complexity (Wiek and et al., 2014, p. 431-449). There is a need of problem-based learning for increasing the knowledge of students about the understanding of problems and consideration of best approaches to solve them.
What is the issue now?
In the current scenario, some changes in the educational system, trends, and tools that used for managing the actions have the direct impact on the approach of the individual to learn effectively. If there is some problem based learning educational approaches are used then it will be beneficial for people who are having interest in project management. The introduction of advanced tools and functions will be beneficial for learning and higher education of people (Han and et al., 2015, p. 1089-1113). According to the analysis most management educators face challenges in offering the detail and practical information related to the project management functions of advance technology which affecting the learning and providing the problem base solutions.
What light would this project shed one?
The current study will help to understand the new trends and effectiveness of the education structure that based on the problem based learning system. The outcome and analysis will support to encourage the learning related to the advanced functions and tools of project management and practical learning functions for managing the project.
Aim:
The aim of study is to identify the advantages of the implementation of problem based learning for NSW region for project management.
Objectives:
What is learning for individual for managing the project?
Why problem based learning is important for the project management in NSW region?
How the problem based learning would be beneficial for the project management in NSW region?
The present research is important for analyzing different models and approaches for encouraging the problem based learning in the NSW region for solving the issues related to the project management and increasing the understanding of the students for completing the complex projects (Glen, 2017, p. 20). The researcher will try to analyze the specific terms and tools that can be beneficial for the managing project and execution of certain actions to improve the learning of the students in the NSW region. The learning is a necessary function for individual and group for maintaining the knowledge level and understanding as per the needs and requirements of the project complexity environment (Larmer, and et al., 2015, p. 31). The proper execution process and consideration of approaches for managing the activities will be identified in research which will support to maintain the growth of the students in the NSW region. The analysis of PBL benefits will be the major outcome of the study that helps in further decision making for educational agencies to make changes in the existing approach and introduce the new tools and techniques for managing the projects (Cunningham and Dawes, 2016, p. 26).
This section of study is helping in describe the conceptual framework of the research. It focuses upon the theories and concepts stated in the past studies of the renowned scholars based on the relevant topic. The literature would include the concepts related to the effectiveness of the problem based learning for the project management in NSW region.
In the opinion of Lizier and et al (2018, p. 89), the education department of the NSW region keeps an overview of the activities undertaken by the different departments on the learning process. The learning process in NSW mainly aims to support the leaning requirements of each and every individual coming from diversified cultural and demographic backgrounds. It has been found that the learning process in NSW has positive responds and impacts over the individual and acquires the huge number of interests out of the same. The project management education in the NSW region had contributed to the promotion of social programs and community harmony focusing the religious diversities in the region. Various different education agencies of NSW regions play an important role in providing the strategic and high-quality education to each and every single individual.
It has been seen that NSW acquire a well-equipped education system having the focus on diversified processes. The NSW education department includes the problem based learning in the project management education with the intention to develop the problem-solving attitude among the students and make them aware about the practical implications (Eyoh and John, 2017, p. 28). The learning process includes a well-structured system of providing education to the individual regarding problem-based learning with reference to the project management education.
Hoppe and Hisschemöller (2018, p. 47-72) had defined problem-based learning as an instructional approach which helps the learners in developing the problem-solving strategies, research skills, and disciplinary knowledge at the same time. The learners are mainly found to be active problem solvers being exposed to deal with the ill-structured problems reflecting the real world problems. It is considered to be a powerful group learning tool which should be part of the education system of every serious educator. The problem-based learning or PBL is basically a student-centric pedagogy which aids the learners to grab enhanced knowledge on diversified areas through the real experience of solving open-ended problems.
The education practices of PBL include the use of complex situations or problems so that to make the learners learn about various principles and concepts related to the same. It even helps in developing the critical thinking skills of the individuals so that could meet the solutions of problems faced at the workplaces as well (Ary and et al, 2018, p. 27). The problem-based learning includes the role plays, case studies, and simulation techniques as the methods to meet the criteria of the concept effectively. It has been found that the problems in any of the situation encourage the individual to identify the solution and seek the in-depth understanding of different concepts as well.
Smith and Dodds, (2017, p. 21) had discussed in their studies that PBL is been adopted in diversified fields of educational context to the great extent. The major intensions behind the involvement of problem-based learning are to build the capabilities of critical thinking and problem solving among the learners and make them competent at their workplaces. It has been identified that many of the educators had found the learning practices effective in terms of the capabilities of the learners and had made them apply the learning at workplaces successfully. It is very important for the educators to make the learners understand the concept of problem-based learning and encourage them to participate in the same. The learners participating in the learning program are enabled to come across the real event situations and find their solutions effectively (Delaney and et al, 2017, p. 214-222).
In context to the current study, it is been seen that project management is an emerging field having maximum participants into it. It has been found that students are more inclined towards the practices of project management and participate in the learning process as well. The problem based learning in project management education would play a significant role in enhancing the skills and capabilities of the learning to next levels. Karabulut?Ilgu and et al, (2018, p. 398-411) had said that collaborating the problem-based learning and project management education would take the education system towards next levels and make the field more efficient. However, it requires to be highly engaged with the learning process so that to avail the best outcome of the problem-based learning and implement the learning in the real world.
Hendry and et al, (2017) had stated in their studies that project management education often lacks in providing with the adequate practical skills and expertise to the project managers needed in the increasingly complex work environment. The problem-based learning had played a major role in the teaching method of practical implication of the information and knowledge required in the real world situations. The project management includes various complicated real-life situations which requires to be understood by the managers so that to apply them and avail effective outcomes. The problem-based learning provides with the huge benefits in project management education in the NSW regions. The learning helps in making the learners understand the real-life events to be experienced while exposing to the real world. The method makes use of managing the complex issues and problems in effective manner (Garfield, 2017, p. 32).
The learning also assists in developing the skills for surviving in a knowledge-based and highly technological society. The implementation of the real-life context and the advanced education system in the project management approach encourages the students to enhance the critical thinking and develop problem-solving skills to the great extent. As per dos Santos (2017, p. 120-126), problem-based learning is basically a mutual method which requires participating to work together and analyze all possible solution until they reach to the effectiveness. The method fosters teamwork, mutual respects, and diversity among the students which highly contributes to meeting the valuable competencies at the workplace. It has been also found that it also develops the capabilities to think strategically and resolve the issues effectively. The problem-based learning or PBL is considered as a way of working together and not just a way of learning (Poonpon, 2017, p. 10).
The major focus of the educational practices is on practice-relevant knowledge which makes the students more exposure to the real-life events. The knowledge is been drawn from different multiple disciplines which enhances the capabilities to combine the information and knowledge from diversified business areas (Timms and et al, 2018, p. 29). The learning involves problem-solving in the teams which develop the teamwork, leadership and interpersonal skills among the students of project management. The PBL also benefits in relating the knowledge with the situation faced at the workplace studied during the education. The learning process contributes to the acquiring explored version of the learning in the project management education.
The problem-based learning process mainly involves presenting the problem to the students, evaluation of the problems in the groups, creation of the solution, identifying the unclear issues and best solution is decided. The learning skills are mainly related to the life-based practices and skills which could be used by the practitioners at their workplaces. Another benefit of PBL in project management education is the exchange of knowledge and experience among team members with the help of effective training practices. Moreover, such type of skills could act as a contribution in real life situations the fields of job (Verbi? and et al, 2017, p. 221-228).
The problem based learning claims to help in improving the quality of learning by building critical thinking skills, collaborative skills, and reflective skills among the students. The studies of Medina and et al, (2018, p. 1-28) disclose that the major aspects of PBL include the students acquiring an integrated knowledge base constructed by them and organizing their knowledge around signs of the problems they handle. It brings improvements in the learning of learners by relying on the team members working in groups and learning from each other. It even includes sharing knowledge and perspectives along with the cross-disciplinary knowledge so that project issues could be resolved. The effectiveness of problem-based learning is been calculated on the basis of the solutions extracted with the help of the situations provided to the learners. The project management education involves the wide range of situations which could make the students learn practical implications and uses of the same (Gómez-Pablos and et al, 2017, p. 501-512).
The studies on the effectiveness of PBL had revealed that the learning approach is more significant and effective for the longer-term knowledge retention. The learning process is been found more effective than the traditional approaches based on the outcome of learning, performances and the skill-based assessment (Chu and et al, 2018, p. 49-60). The learning process in project management education lays an effective impact over the development of the skills and capabilities of the students. The project management students in NSW regions with problem-solving techniques are more efficient and skilled to resolve the issues faced in real time at the workplaces. It has been found that the learning process had come up as a revolution in the education system by providing the learners with practical exposures and makes them skilled and experienced out of the same (Aerts and et al, 2017, p. 224-240). It has been found that the education system in NSW regions provides with sufficient opportunities and exposure to the learning encouraging them to avail wider specializations.
In the opinion of Saleh and et al (2017, p. 283-288), the problem-based learning is an effective approach which aids with the development of management and design skills among the project management students. The PBL process develops and understanding among the learners with diverse aspects and makes influences over their professional characteristics like critical thinking, problem-solving skills, teamwork, self-directed learning capabilities, and communication. It has been even found that the learning patterns of PBL enables the learners of project management education in NSW region develops the ability to think out of boxes and make extraordinary solutions out of the real world problems. The learning approach had also improved the teaching patterns at the post-secondary level of education which led the education system towards more efficiencies and effectiveness in the region (Ba? and Beyhab, 2017, p. 365-386). With the increasing competition in every single field, it has become important for the educators to make the learners capable enough to sustain their living for longer.
The learning approach had made the project management education in NSW region more interesting and efficient for the students. Therefore, Kricsfalusy and et al, (2018, p. 593-610) had stated in their studies that the problem-based learning approach had reflected a positive effect on the project management education system. It has been found that it is also considered to be a useful emerging approach which modified the education system towards new avenues.
Hypothesis 1
Null hypothesis (H01): Problem based learning is not beneficial in project management education in NSW region
Alternative hypothesis (H11): Problem based learning has significant benefit in project management education in NSW region
Hypothesis 2:
Null hypothesis (H01): Problem based learning is not effective in project management education in NSW region
Alternative hypothesis (H11): Problem based learning is significantly effective in project management education in NSW region
The literature review had focused upon specific concepts and aspects related to the problem based learning in project management education in NSW regions. There are some gaps being found in the study based on the objectives. The research lacks in acquiring in-depth details about the context due to limited sources available on the same. The major strength of this study is the exploratory approach which had made the researcher includes best relevant information and concept related to the topic (Hart, 2018, p. 31). However, it lacks in stating empirical evidences of the facts which determine the effectiveness of the learning process. Very few studies were found to be relevant to the effectiveness of the problem based learning in project management in NSW regions specifically.
Research philosophy
For conducting and managing research, three categories of research philosophies are used such as interpretivism, positivism, and realism. For the current research, the investigator will use positivism philosophy for achieving the proposed outcome of the research. The positivism philosophy is based on the objectives of the study which is the analysis of benefits of problem-based learning for project management (Mackey and Gass, 2015, p. 18). The consideration of positivism philosophy will also help the researcher to involve some variables from past studies to support the findings of the study.
Research approach
For a successful research, the consideration and implementation of appropriate research approach are essential. There are major types of research approaches used for conducting the research such as inductive and deductive. Inductive approach is used for building the theories and deductive approach is used to confirming a theory based on the selected topic (Taylor and et al., 2015, p. 12). For the current study, the researcher will use the deductive approach for analyzing and collecting the data related to the topic of study. This approach is cost and time effective for the researcher to meet the objectives.
Research design
The designs of research involve descriptive, exploratory and explanatory. The descriptive design is helping in analyzing various areas of research to solve the issues. Exploratory is used for gaining new knowledge and data for study and find more relevant information for the study. Apart from that, the explanatory design is used for providing the explanation of every aspect of the study (Lewis, 2015, p. 473-475). For the current research about analyzing the benefits of problem-based learning for managing the project related issues in the NSW region, the investigator will use the exploratory design for collecting the valid outcome and information.
Research type
In order to determine the right type of research, it is essential for the researcher to consider the three major areas such as segmentation, barriers, and needs of the study. To conduct the research and maintain the right track, there are quantitative, qualitative and mixed types considered by researchers (Flick, 2015, p. 41). The investigator will consider the quantitative research type to meet the goals and objectives. The proper implementation of the quantitative type for the study will improve the effectiveness of the research about analyzing the benefits of problem-based learning for project management in the NSW region.
Data collection
The collection of data for the study is an important element that provides support in meeting the desired outcome. For collecting the data there are two methods used such as primary and secondary. The primary data collection involves the approaches like questionnaire, interview, and survey based on the topic of the study as well as related to the objectives. On the other hand, secondary data collection involves the sources like books, journals, online articles, and past researches (Ledford and Gast, 2018, p. 12). For the current study, the researcher will consider the primary data collection method for gathering the information related to the benefits of problem-based learning for project management education for the NSW region. For collecting the primary data, the researcher will use methods like questionnaire and interview.
The survey questionnaire will be collecting data from the students of NSW region those studying about the project management. The questionnaire will design in a manner that will be easier for respondents to understand. The survey will be conducted online by offering the questionnaire through email. This will overcome the time and cost for the data collection. Moreover, the telephonic interview will be conducted with the teacher for gaining the knowledge about existing approach and issues that need to be resolved for increasing the problem-based learning.
Sample size
To select the sample, two techniques are used such as probability and non-probability. In probability sampling, the researcher chooses the sample from the entire population as he/she has detail information about them. The non-probability sampling method is used while the sample is selected by the researcher according to his/her convenience. For the current research, the researcher will select the sample by using the non-probability method and the sample size would be 30. The sample would be selected from the project management students from NSW region. For the interview sample would be 5 teachers from leading educational institutes.
Data analysis
For the analysis of data collected from various sources, the researcher could apply the methods like quantitative and qualitative analysis. For the current research that is based on the primary data, the researcher will apply the qualitative method for analysis of data by conducting the interviews with the teachers of the NSW region. Moreover, for the analysis of data collected from the survey questionnaire the researcher will use the table and graphical presentations (Smith, 2015, p. 23). This kind of analysis will help to improve the reliability and validity of outcome and support to meet the objectives of research for analyzing the benefits of problem-based learning for project management in the NSW region.
Ethical consideration
The proper consideration of ethical parameters for maintaining the reliability and validity of the study is essential. For improving the effectiveness of the study, the ethical policies like the selection of authentic sources of data collection, storing and analysis is important. The researcher has ensured that the data that used for study is not copied from any sources and final outcome of the researcher cannot be used for other purposes (Dang and Pheng, 2015, p. 135-155). The information that collected has not been distorted and the results are free from any biasing.
Project plan
In order to complete the research with standards and effectiveness, the researcher will follow the project plan strictly. The planning of conducting research involves the following activities that have the significant impact on flow and time management. The project plan for analyzing the effectiveness and advantages of the problem based learning is as follows:
Table 1: Project plan
|
Task Name |
Duration |
Start |
Finish |
Predecessors |
|
Project |
48 days |
Fri 05-10-18 |
Tue 11-12-18 |
|
|
Introduction |
8 days |
Fri 05-10-18 |
Tue 16-10-18 |
|
|
Background of study |
3 days |
Fri 05-10-18 |
Tue 09-10-18 |
|
|
Rationale |
3 days |
Wed 10-10-18 |
Fri 12-10-18 |
3 |
|
Significance |
2 days |
Mon 15-10-18 |
Tue 16-10-18 |
3,4 |
|
Literature review |
7 days |
Wed 17-10-18 |
Thu 25-10-18 |
4,5 |
|
25 days |
Fri 26-10-18 |
Thu 29-11-18 |
6 |
|
|
Research type |
2 days |
Fri 26-10-18 |
Mon 29-10-18 |
6 |
|
Data collection |
10 days |
Tue 30-10-18 |
Mon 12-11-18 |
8 |
|
Sampling |
2 days |
Tue 13-11-18 |
Wed 14-11-18 |
8,9 |
|
Data analysis |
7 days |
Thu 15-11-18 |
Fri 23-11-18 |
9,10 |
|
Finding |
4 days |
Mon 26-11-18 |
Thu 29-11-18 |
11 |
|
Conclusion |
3 days |
Fri 30-11-18 |
Tue 04-12-18 |
12 |
|
Recommendation |
3 days |
Wed 05-12-18 |
Fri 07-12-18 |
12,13 |
|
Final study |
1 day |
Mon 10-12-18 |
Mon 10-12-18 |
13,14 |
|
Submission |
1 day |
Tue 11-12-18 |
Tue 11-12-18 |
15 |
The researcher will follow the plan for conducting the research and maintain the proposed time limit for each activity. The overall project completion time is 48 days and starts the proceeding on 5-10-2018. The project plan involves all key elements of study such as introduction, literature review, research methodology, data collection and analysis, and conclusion. The project plan also involves recommendation and final report generation for submission.
Responsibility matrix
Table 2: Role and responsibility
|
Role |
Name |
Member 1 |
Member 2 |
Member 3 |
Name |
Member 1 |
Member 2 |
Member 3 |
Name |
Member 1 |
Member 2 |
Member 3 |
|
|
Project tasks |
Status |
Leadership |
Project team |
Other resources |
|||||||||
|
Introduction |
|||||||||||||
|
Task 1 |
|||||||||||||
|
Task 2 |
|||||||||||||
|
Literature review |
|||||||||||||
|
Research methodology |
|||||||||||||
|
Data analysis |
[ ] = Responsible
[ ] = Accountable
[ ] = Consult
[ ] = Inform
References
Aerts, G., Dooms, M. and Haezendonck, E., 2017. Knowledge transfers and project-based learning in large scale infrastructure development projects: an exploratory and comparative ex-post analysis. International Journal of Project Management, 35(3), pp.224-240.
Ary, D., Jacobs, L.C., Irvine, C.K.S. and Walker, D., 2018. Introduction to research in education. Cengage Learning.
Ba?, G. and Beyhab, Ö., 2017. Effects of multiple intelligences supported project-based learning on students’ achievement levels and attitudes towards English lesson. International Electronic Journal of Elementary Education, 2(3), pp.365-386.
Chu, S.K.W., Zhang, Y., Chen, K., Chan, C.K., Lee, C.W.Y., Zou, E. and Lau, W., 2017. The effectiveness of wikis for project-based learning in different disciplines in higher education. The internet and higher education, 33, pp.49-60.
Cunningham, I. and Dawes, G., 2016. The handbook of work based learning. Routledge.
Dang, G. and Pheng, L.S., 2015. Research methodology. In Infrastructure Investments in Developing Economies (pp. 135-155). Springer, Singapore.
Delaney, Y., Pattinson, B., McCarthy, J. and Beecham, S., 2017. Transitioning from traditional to problem-based learning in management education: the case of a frontline manager skills development programme. Innovations in Education and Teaching International, 54(3), pp.214-222.
Dolmans, D., Michaelsen, L., Van Merrienboer, J. and van der Vleuten, C., 2015. Should we choose between problem-based learning and team-based learning? No, combine the best of both worlds!. Medical teacher, 37(4), pp.354-359.
dos Santos, S.C., 2017. PBL-SEE: An Authentic Assessment Model for PBL-Based Software Engineering Education. IEEE Transactions on Education, 60(2), pp.120-126.
Eyoh, I. and John, R., 2017. Machine learning and statistical approaches to classification–a case study.
Flick, U., 2015. Introducing research methodology: A beginner’s guide to doing a research project. Sage.
Garfield, J., 2017. Assessing Theoretical Concepts in Systems Analysis and Design: A Scaffolded Case Study Approach.
Glen, S., 2017. Problem-based learning in nursing: A new model for a new context. Macmillan International Higher Education.
Glen, S., 2017. Problem-based learning in nursing: A new model for a new context. Macmillan International Higher Education.
Gómez-Pablos, V.B., del Pozo, M.M. and Muñoz-Repiso, A.G.V., 2017. Project-based learning (PBL) through the incorporation of digital technologies: An evaluation based on the experience of serving teachers. Computers in human behavior, 68, pp.501-512.
Han, S., Capraro, R. and Capraro, M.M., 2015. How science, technology, engineering, and mathematics (STEM) project-based learning (PBL) affects high, middle, and low achievers differently: The impact of student factors on achievement. International Journal of Science and Mathematics Education, 13(5), pp.1089-1113.
Hart, C., 2018. Doing a Literature Review: Releasing the Research Imagination. Sage.
Hendry, A., Hays, G., Challinor, K. and Lynch, D., 2017. Undertaking Educational Research Following the Introduction, Implementation, Evolution, and Hybridization of Constructivist Instructional Models in an Australian PBL High School. Interdisciplinary Journal of Problem-Based Learning, 11(2), p.7.
Hoppe, R. and Hisschemöller, M., 2018. Coping with Intractable Controversies: The Case for Problem Structuring in Policy Design and Analysis 1. In Knowledge, power, and participation in environmental policy analysis (pp. 47-72). Routledge.
Hwang, G.J., Lai, C.L. and Wang, S.Y., 2015. Seamless flipped learning: a mobile technology-enhanced flipped classroom with effective learning strategies. Journal of Computers in Education, 2(4), pp.449-473.
Karabulut?Ilgu, A., Jaramillo Cherrez, N. and Jahren, C.T., 2018. A systematic review of research on the flipped learning method in engineering education. British Journal of Educational Technology, 49(3), pp.398-411.
Kong, L.N., Qin, B., Zhou, Y.Q., Mou, S.Y. and Gao, H.M., 2014. The effectiveness of problem-based learning on development of nursing students’ critical thinking: A systematic review and meta-analysis. International journal of nursing studies, 51(3), pp.458-469.
Kricsfalusy, V., George, C. and Reed, M.G., 2018. Integrating problem-and project-based learning opportunities: Assessing outcomes of a field course in environment and sustainability. Environmental Education Research, 24(4), pp.593-610.
Larmer, J., Mergendoller, J. and Boss, S., 2015. Setting the standard for project based learning. ASCD.
Ledford, J.R. and Gast, D.L., 2018. Single case research methodology: Applications in special education and behavioral sciences. Routledge.
Lewis, S., 2015. Qualitative inquiry and research design: Choosing among five approaches. Health promotion practice, 16(4), pp.473-475.
Lizier, J.T., Harré, M.S., Mitchell, M., DeDeo, S., Finn, C., Lindgren, K., Lizier, A.L. and Sayama, H., 2018. An interview based study of pioneering experiences in teaching and learning Complex Systems in Higher Education. arXiv preprint arXiv:1802.02707.
Mackey, A. and Gass, S.M., 2015. Second language research: Methodology and design. Routledge.
Medina, R., Agha, S., Alrubaiee, L., Jamhour, M., Ajmal, M.M., Koskinen, K.U., Akbar, H., Mandurah, S., Alvesson, M., Alvesson, M. and Argote, L., 2018. Deliberate Learning and the Evolution of Dynamic Capabilities. In Managing Project Competence: The Lemon and the Loop (Vol. 7, No. 1, pp. 1-28). London: Project Management Institute.
Poonpon, K., 2017. Enhancing English skills through project-based learning. The English Teacher, p.10.
Saleh, M., Al Barghuthi, N. and Baker, S., 2017, October. Innovation in Education via Problem Based Learning from Complexity to Simplicity. In New Trends in Computing Sciences (ICTCS), 2017 International Conference on (pp. 283-288). IEEE.
Savery, J.R., 2015. Overview of problem-based learning: Definitions and distinctions. Essential readings in problem-based learning: Exploring and extending the legacy of Howard S. Barrows, 9, pp.5-15.
Smith, B. and Dodds, B., 2017. Developing managers through project-based learning. Routledge.
Smith, J.A. ed., 2015. Qualitative psychology: A practical guide to research methods. Sage.
Taylor, S.J., Bogdan, R. and DeVault, M., 2015. Introduction to qualitative research methods: A guidebook and resource. John Wiley & Sons.
Timms, M.J., Moyle, K., Weldon, P.R. and Mitchell, P., 2018. Challenges in STEM learning in Australian schools: Literature and policy review.
Verbi?, G., Keerthisinghe, C. and Chapman, A.C., 2017. A project-based cooperative approach to teaching sustainable energy systems. IEEE Transactions on Education, 60(3), pp.221-228.
Wiek, A., Xiong, A., Brundiers, K. and van der Leeuw, S., 2014. Integrating problem-and project-based learning into sustainability programs: A case study on the School of Sustainability at Arizona State University. International Journal of Sustainability in Higher Education, 15(4), pp.431-449.
Yuan, B., Wang, M., Kushniruk, A.W. and Peng, J., 2016. Design of a computer-based learning environment to support diagnostic problem solving towards expertise development. Knowledge Management & E-Learning, 8(4), p.540.
Zhang, Z., Hansen, C.T. and Andersen, M.A., 2016. Teaching Power Electronics With a Design-Oriented, Project-Based Learning Method at the Technical University of Denmark. IEEE Trans. Education, 59(1), pp.32-38.
Essay Writing Service Features
Our Experience
No matter how complex your assignment is, we can find the right professional for your specific task. Contact Essay is an essay writing company that hires only the smartest minds to help you with your projects. Our expertise allows us to provide students with high-quality academic writing, editing & proofreading services.
Free Features
Free revision policy
$10Free bibliography & reference
$8Free title page
$8Free formatting
$8How Our Essay Writing Service Works
First, you will need to complete an order form. It's not difficult but, in case there is anything you find not to be clear, you may always call us so that we can guide you through it. On the order form, you will need to include some basic information concerning your order: subject, topic, number of pages, etc. We also encourage our clients to upload any relevant information or sources that will help.
Complete the order form
Once we have all the information and instructions that we need, we select the most suitable writer for your assignment. While everything seems to be clear, the writer, who has complete knowledge of the subject, may need clarification from you. It is at that point that you would receive a call or email from us.
Writer’s assignment
As soon as the writer has finished, it will be delivered both to the website and to your email address so that you will not miss it. If your deadline is close at hand, we will place a call to you to make sure that you receive the paper on time.
Completing the order and download