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Direct linkLin, Jian-Wei; Tsai, Chia-Wen; Hsu, Chu-Ching; Chang, Lung-Chun – Interactive Learning Environments, 2021
Many studies have identified two major flaws in project-based learning: social loafing and unfair assessment marks. Although some studies agree that peer assessment can correct the above flaws in project-based learning, some concerns (e.g. unreliable and/or biased marking) have not been addressed. Thus, this work applied group awareness (GA) tools…
Descriptors: Peer Evaluation, Group Dynamics, Cooperative Learning, Active Learning
Hsu, Pi-Sui; Van Dyke, Margot – RMLE Online: Research in Middle Level Education, 2021
The purpose of this qualitative case study was to explore how young adolescents participated in various activities in a science summer camp. A total of 26 Taiwanese students and 16 U.S. students participated in a one-week "Argue like a Scientist" summer camp. Based on the design features of project-based learning, this science summer…
Descriptors: Learning Experience, Science Activities, Summer Programs, Camps
Chen, Chung-Yang; Hong, Ya-Chun; Chen, Pei-Chi – IEEE Transactions on Education, 2014
Software development relies heavily on teamwork; determining how to streamline this collaborative development is an essential training subject in computer and software engineering education. A team process known as the meetings-flow (MF) approach has recently been introduced in software capstone projects in engineering programs at various…
Descriptors: Computer Software, Curriculum, Student Projects, Teamwork
Chan, Lim Ha; Chen, Ching-Huei – Performance Improvement, 2010
This study investigated the conflict occurring during teamwork among college seniors in project-based collaborative learning in a capstone course. It found that conflict emerged with poor communication, task management, and work allocation; unequal treatments among classmates; egocentricity; a clash of values; and lack of responsibility and…
Descriptors: College Seniors, Conflict, Teamwork, Student Projects
