Success Project

Project–based learning Another student-centred pedagogical approach is project-based learning. It is also based on socioconstructivist principles where learning is context-specific, learners reach their goals through social interactions and knowledge and understanding is shared (Cocco, 2006). It can be described as a special implementation of inquiry learning where the framework or context of learning comes from real-life questions linked to real-world practices (Al-Balushi & Al-Aamri, 2014) that normally lend themselves to the development of interesting and engaging learning experiences (Wurdinger, Haar, Hugg & Bezon, 2007). The focus in both approaches, project-based and inquiry learning, is to enhance participants to reach joint goals through collaboration where collaboration means solving problems together in order to reach the expected results. In their engagement with a project, students can encounter problems which need to be addressed in order to construct and present the end product in response to the driving question. Helle, Tynjälä and Olkinuora (2006) state that project work requires all the participants to contribute in order to promote collaborative learning. Furthermore, it also requires reflection and conscious engagement, which is a collaborative form of learning as all participants need to contribute to the shared outcomes and involves elements of experiential learning with active reflection and conscious engagement. Figure 3.2: Summary of the Main Experiential Learning Approaches Source: Holmberg et al., 2022 Problem–based learning Problem-based learning (PBL) is an approach where students learn focusing on a demanding or challenging problem and solving it in teams. The idea is to study the problem from various angles that helps students to cope with unexpected issues that they would meet also in business life. When inquiry learning focuses on solving real life challenges, problem-based learning is most often a desk study or research. Like inquiry learning, problem-based learning demands continuous communication between students and teachers (Hmelo-Silver, 2004). 26