Abstract
Project-based learning assists students in several ways. It gives students greater control and flexibility to prepare and engage more in their learning. It integrates cooperation with industry or professional communities to build real-life issues to provide students with authentic learning experience. Project-based learning has been very popular in higher education. However, there appeared to be a gap in past studies in that they defined PBL differently and so developed PBL from a limited perspective. This research aims to explore current project-based learning studies in higher education to explore their learning advantages, implementation design, and technology support. In the last two decades, a search for project-based learning yielded 698 publications. Following a focus on higher education and the removal of irrelevant articles, 142 articles published between 2003 and 2019 were chosen for further research. The studies’ abstract was analyzed, yielding four key themes: collaboration, community, design, and technology. These themes are further addressed regarding learning processes. Implications and further studies have been discussed.
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Ma, W.W.K. (2022). Effective Learning Through Project-Based Learning: Collaboration, Community, Design, and Technology. In: Tso, A.W.B., Chan, A.Ck., Chan, W.W.L., Sidorko, P.E., Ma, W.W.K. (eds) Digital Communication and Learning. Educational Communications and Technology Yearbook. Springer, Singapore. https://doi.org/10.1007/978-981-16-8329-9_17
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