Towards Greater Learner Control: Web Supported Project-Based Learning
Authors: C. Guthrie
Year: 2010

1. INTRODUCTION Project-based learning (PBL) is a pedagogy that uses project work to drive learning. The project is designed to create a need to learn and so more fully engage students in the learning process {Railsback, 2002). Students must self-direct and self-regulate their learning to successfully complete die project. PBL holds promise for information systems education. Project work prepares students to work in a professional environment where information systems are designed and developed as projects (Melin, Axelsson and Wedlund, 2009). PBL may also help students develop the necessary skills and knowledge for successful IT project management (Tynjala et al., 2009). In a PBL pedagogy, the teacher's role changes from that of instructor to facilitator and resource provider. Information technologies, such as multimedia presentations (Brush and Saye, 2008), shared electronic whiteboards and chat rooms (Savin-Baden, 2003), and online course materials (Kurzel and Rath, 2007) are such resources. The use of these technologies within a PBL course requires students to shift from a passive role as information receiver to an active role, making choices as to how best to generate, obtain, manipulate, or display infonnation (Means and Olson, 1995). While the use of information technologies with PBL instructional strategies have the potential to enhance learning outcomes (Alavi and Leidner, 2001), successful use of technologies with PBL has proven problematic (Marx et al., 1997). Web-based learning technologies would appear to be a promising complement to PBL. Online multimedia resources allow permanent access to information in a variety of forms. Instructional delivery can be adapted to different learning approaches and styles which could further enhance PBL learning outcomes (Kurzel and Rath, 2007). Little research has reported on the use of web-based learning technologies as a support for different learning styles in a PBL pedagogy. Our study reports on a class where web-based learning technologies were used to support PBL. Our objective is to improve our understanding as to how students use these technologies in a PBL context. The first section of the paper reviews previous research on project-based learning and the use of e-learning technologies to support different learning styles. Several research propositions are developed to guide our research. A case study research approach is then developed to examine how online resources are used by students in an information systems class to support project-based learning. The results are then presented and discussed. The limitations of the paper and future research directions are identified and conclusions are drawn. 2. PREVIOUS RESEARCH In his review of previous project-based learning studies, Thomas (2000) explains that project-based learning has emerged from expeditionary learning (Udall and Mednick, 1996), postsecondary models of problem based learning in the health sciences (Boud and Feletti, 1997), and research in the cognitive sciences. It has been used in a variety of contexts, including history (e.g. Brush and Saye, 2008), literature (e.g. Jacobson and Spiro, 1994), science (e.g. Simons and Klein, 2007), economics (e.g. Mergendoller, Maxwell and Bellisimo, 2006), information systems (e.g. Yip and Ghafarian, 2000), and accounting {e.g. Milne and McConnell, 2001). Project-based learning can be defined as a course designed around a project. Projects are central to the curriculum. They should ideally be focussed on questions that lead students to central issues in a discipline, realistic, student driven, and involve students in constructive investigation (Thomas, 2000). Emphasis is placed on long term, interdisciplinary and student centred learning activities rather than short, isolated, teacher driven lessons (Railsback, 2002). Students typically work on projects in small groups. The group's objective is to design and construct a product that meaningfully responds to a project brief provided by the class instructor. …