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Open AccessArticle

Problem-Oriented Project Learning as a First Year Experience: A Transformative Pedagogy for Entry Level PPL

Department of Communication and Arts, Roskilde University, 4000 Roskilde City, Denmark
Educ. Sci. 2020, 10(1), 6; https://doi.org/10.3390/educsci10010006
Received: 3 October 2019 / Revised: 17 December 2019 / Accepted: 20 December 2019 / Published: 24 December 2019
(This article belongs to the Special Issue Problem-based Pedagogies in Higher Education)
This paper explores how Problem-oriented Project Learning (PPL) can be organized in a context that meets the pedagogical needs of first year students. Under the assumption that, while PPL provides a fruitful context for learning, it is also challenging for early stage learners, the article formulates the theoretical considerations underlying a strategy for entry-level PPL. On that foundation, this paper discusses a case study where a set of scaffolding structures has been put in place to support the transformative development of first year students acquiring the study habits of PPL. This paper finds that a highly structured approach to entry level PPL promotes the students’ academic achievements as well as their sense of meaning in the PPL programme. View Full-Text
Keywords: problem-oriented project learning; problem based learning; project based learning; transformative learning; first year experience; experiential learning problem-oriented project learning; problem based learning; project based learning; transformative learning; first year experience; experiential learning
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Nielsen, N.M. Problem-Oriented Project Learning as a First Year Experience: A Transformative Pedagogy for Entry Level PPL. Educ. Sci. 2020, 10, 6.

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