Online project-based learning for teacher education during the COVID-19 pandemic: A systematic review

Bui Phuong Uyen; Duong Huu Tong; Lu Kim Ngan

doi:10.30935/cedtech/13238

Bui Phuong Uyen ¹, Duong Huu Tong ¹ ^* , Lu Kim Ngan ¹

More Detail

CONT ED TECHNOLOGY, Volume 15, Issue 3, Article No: ep433

https://doi.org/10.30935/cedtech/13238

Submitted: 28 February 2023, Published Online: 30 April 2023

OPEN ACCESS 1604 Views 1091 Downloads

Download Full Text (PDF)

Abstract

Online project-based learning (PjBL) is an increasingly popular teaching approach in higher education, especially in teacher education. Implementing online PjBL differs across subjects, bringing many benefits while posing challenges for educators and pre-service teachers. This systematic review aims to investigate the implementation, effectiveness and challenges of adopting PjBL in teacher education during the COVID-19 pandemic. The review provided a thorough overview of research on PjBL in teacher education during the COVID-19 pandemic, which was carried out using the systematic review methodology and Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Several relevant articles from five different databases (Google Scholar, Mendeley, ScienceDirect, Scopus, and Taylor & Francis Online) were collected using the keywords “project-based learning” and “teacher education” along with their synonyms. A final list of 26 included articles to be reviewed in this study is produced after the titles and abstracts screening and full texts evaluation using inclusion and exclusion criteria. This systematic review reveals that PjBL has been applied in teaching various subjects in teacher education with different types of projects and assessment methods. More importantly, integrating PjBL in teaching has been proven to positively impact the development of pre-service teachers’ knowledge, professional skills and learning attitudes. In addition, applying PjBL poses certain challenges for educators due to the requirements on teachers’ and students’ knowledge and skills as well as equipment and technology facilities. On the other hand, the COVID-19 pandemic, if viewed positively, contributes to boosting educators’ motivation and facilitating the implementation of online PjBL. The study findings can be used as a reference for future PjBL research and contribute to the literature on PjBL in the context of teacher education.

Keywords: COVID-19 pandemic, online project-based learning, teacher education, systematic review

References

Aksela, M., & Haatainen, O. (2019). Project-based learning (PBL) in practice: Active teachers’ views of its’ advantages and challenges. In Proceedings of the International STEM in Education Conference (pp. 9-16).
Al Mulhim, E. N. (2023). Technology fatigue during the COVID-19 pandemic: The case of distance project-based learning environments. Turkish Online Journal of Distance Education, 24(1), 234-245. https://doi.org/10.17718/tojde.1034006
Alammary, A. (2019). Blended learning models for introductory programming courses: A systematic review. PLoS ONE, 14(9), e0221765. https://doi.org/10.1371/journal.pone.0221765
Al-Busaidi, S., & Al-Seyabi, F. (2021). Project-based learning as a tool for student-teachers’ professional development: A study in an Omani EFL teacher education program. International Journal of Learning, Teaching and Educational Research, 20(4), 116-136. https://doi.org/10.26803/ijlter.20.4.7
Alromaih, M. A., Elsayed, S. A., & Alibraheim, E. A. (2022). Study of project-based learning to improve the instructional design process of pre-service early childhood teachers. International Journal of Information and Education Technology, 12(12), 1381-1389. https://doi.org/10.18178/ijiet.2022.12.12.1762
An, S. (2020). The impact of STEAM integration on pre-service teachers’ disposition and knowledge. Journal of Research in Innovative Teaching & Learning, 13(1), 27-42. https://doi.org/10.1108/JRIT-01-2020-0005
Andersen, B. L., Jørnø, R. L., & Nortvig, A.-M. (2022). Blending adaptive learning technology into nursing education: A scoping review. Contemporary Educational Technology, 14(1), ep333. https://doi.org/10.30935/cedtech/11370
Anggito, A., Pujiastuti, P., & Gularso, D. (2021). The effect of video project-based learning on students’ critical thinking skills during the COVID-19 pandemic. AL-ISHLAH: Jurnal Pendidikan [Journal of Education], 13(3), 1858-1867. https://doi.org/10.35445/alishlah.v13i3.772
Awuor, N. O., Weng, C., Piedad, E. J., & Militar, R. (2022). Teamwork competency and satisfaction in online group project-based engineering course: The cross-level moderating effect of collective efficacy and flipped instruction. Computers and Education, 176, 1-12. https://doi.org/10.1016/j.compedu.2021.104357
Baran, M., Baran, M., Karakoyun, F., & Maskan, A. (2021). The influence of project-based STEM (PjbL-STEM) applications on the development of 21st-century skills. Journal of Turkish Science Education, 18(4), 798-815. https://doi.org/10.36681/tused.2021.104
Brown, A. L., & Jain, P. (2022). Doing projects with young children in a field-based early childhood education course. Educational Studies, 48(5), 692-707. https://doi.org/10.1080/03055698.2020.1798743
Buchholtz, N. F., Krosanke, N., Orschulik, A. B., & Vorhölter, K. (2018). Combining and integrating formative and summative assessment in mathematics teacher education. ZDM, 50(4), 715-728. https://doi.org/10.1007/s11858-018-0948-y
Chanpet, P., Chomsuwan, K., & Murphy, E. (2020). Online project-based learning and formative assessment. Technology, Knowledge and Learning, 25(3), 685-705. https://doi.org/10.1007/s10758-018-9363-2
Charania, A., Bakshani, U., Paltiwale, S., Kaur, I., & Nasrin, N. (2021). Constructivist teaching and learning with technologies in the COVID‐19 lockdown in Eastern India. British Journal of Educational Technology, 52(4), 1478-1493. https://doi.org/10.1111/bjet.13111
Chuang, C., & Jamiat, N. (2023). A systematic review on the effectiveness of children’s interactive reading applications for promoting their emergent literacy in the multimedia context. Contemporary Educational Technology, 15(2), ep412. https://doi.org/10.30935/cedtech/12941
Chung, S. K., & Li, D. (2021). Pre-service art teachers’ perspectives on building virtual art gallery exhibitions. The International Journal of Arts Education, 19(1), 1-26.
Diego-Mantecon, J. M., Prodromou, T., Lavicza, Z., Blanco, T. F., & Ortiz-Laso, Z. (2021). An attempt to evaluate STEAM project-based instruction from a school mathematics perspective. ZDM-Mathematics Education, 53, 1137-1148. https://doi.org/10.1007/s11858-021-01303-9
Domenici, V. (2022). Steam project-based learning activities at the science museum as an effective training for future chemistry teachers. Education Sciences, 12(1), 30. https://doi.org/10.3390/educsci12010030
Donitsa-Schmidt, S., & Ramot, R. (2020). Opportunities and challenges: Teacher education in Israel in the COVID-19 pandemic. Journal of Education for Teaching, 46(4), 1-10. https://doi.org/10.1080/02607476.2020.1799708
Elfeky, A. I. M., Alharbi, S. M., & Ahmed, E. S. A. H (2022). The effect of project-based learning in enhancing creativity and skills of arts among kindergarten student teachers. Journal of Positive School Psychology, 6(8), 2182-2191.
Flores, M. A. (2020). Preparing teachers to teach in complex settings: Opportunities for professional learning and development. European Journal of Teacher Education, 43(3), 297-300. https://doi.org/10.1080/02619768.2020.1771895
Goldstein, O. (2016). A project-based learning approach to teaching physics for pre-service elementary school teacher education students. Cogent Education, 3(1), 1200833. https://doi.org/10.1080/2331186X.2016.1200833
Guo, P., Saab, N., Post, L. S., & Admiraal, W. (2020). A review of project-based learning in higher education: Student outcomes and measures. International Journal of Educational Research, 102, 101586. https://doi.org/10.1016/j.ijer.2020.101586
Habibi, A., Riady, Y., Alqahtani, T. M., Rifki, A., Albelbisi, N. A., Fauzan, M., & Habizar. (2022). Online project-based learning for ESP: Determinants of learning outcomes during COVID-19. Studies in English Language and Education, 9(3), 985-1001. https://doi.org/10.24815/siele.v9i3.24928
Hanley, T., & Cutts, L. (2013). What is a systematic review? Counselling Psychology Review, 28, 3-6. https://doi.org/10.53841/bpscpr.2013.28.4.3
Hawari, A. D. M., & Noor, A. I. M. (2020). Project based learning pedagogical design in STEAM art education. Asian Journal of University Education, 16(3), 102-111. https://doi.org/10.24191/ajue.v16i3.11072
Hernández‐Barco, M., Sánchez‐Martín, J., Corbacho‐Cuello, I., & Cañada‐Cañada, F. (2021). Emotional performance of a low‐cost eco‐friendly project based learning methodology for science education: An approach in prospective teachers. Sustainability, 13(6), 3385. https://doi.org/10.3390/su13063385
Hujjatusnaini, N., Corebima, A. D., Prawiro, S. R., & Gofur, A. (2022). The effect of blended project-based learning integrated with 21st-century skills on pre-service biology teachers’ higher-order thinking skills. Jurnal Pendidikan IPA Indonesia, 11(1), 104-118. https://doi.org/10.15294/jpii.v11i1.27148
Hunter-Doniger, T. (2018). Project-based learning: Utilizing artistic pedagogies for educational leadership. Art Education, 71(2), 46-51. https://doi.org/10.1080/00043125.2018.1414542
Huo, Y., Wang, A., & Zhao, Y. (2021). PBL-based VR course for pre-service teachers’ designing skills in applied university under coronavirus. Interactive Learning Environments. https://doi.org/10.1080/10494820.2021.1939061
Ilyas, A., & Saeed, M. (2021) Project-based learning in teacher education: Effect on prospective science teachers’ science teaching efficacy beliefs. Pakistan Social Sciences Review, 5(2), 26-35. https://doi.org/10.35484/pssr.2021(5-ii)03
Juhl, C. B., & Lund, H. (2018). Do we really need another systematic review? British Journal of Sports Medicine, 52(22), 1408-1409. https://doi.org/10.1136/bjsports-2018-099832
Kamali Arslantas, T., & Kocaoz, O. E. (2021). Examining the mentoring process in collaborative project-based learning of pre-service instructional technology teachers. Education Reform Journal, 6(1), 47-61. https://doi.org/10.22596/erj2021.06.01.47.61
Kholid, M. N., Pradana, L. N., Maharani, S., & Swastika, A. (2022). GeoGebra in project-based learning (Geo-PjBL): A dynamic tool for analytical geometry course. Journal of Technology and Science Education, 12(1), 112-120. https://doi.org/10.3926/jotse.1267
Lee, J. S., & Galindo, E. (2021). Examining project-based learning successes and challenges of mathematics pre-service teachers in a teacher residency program: Learning by doing. Interdisciplinary Journal of Problem-Based Learning, 15(1). https://doi.org/10.14434/ijpbl.v15i1.28786
Lin, K. Y., Wu, Y. T., Hsu, Y. T., & Williams, P. J. (2021). Effects of infusing the engineering design process into STEM project-based learning to develop pre-service technology teachers’ engineering design thinking. International Journal of STEM Education, 8, 1. https://doi.org/10.1186/s40594-020-00258-9
Manoban, A. (2021). Project-based learning and e-portfolios for pre-service teachers in Japanese language education. Journal of Education and Learning, 10(4), 40-50. https://doi.org/10.5539/jel.v10n4p40
Martinez, C. (2022). Developing 21st century teaching skills: A case study of teaching and learning through project-based curriculum. Cogent Education, 9(1), 2024936. https://doi.org/10.1080/2331186X.2021.2024936
Miller, E. C., Severance, S., & Krajcik, J. (2021). Motivating teaching, sustaining change in practice: Design principles for teacher learning in project-based learning contexts. Journal of Science Teacher Education, 32(7), 757-779. https://doi.org/10.1080/1046560X.2020.1864099
Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2010). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. International Journal of Surgery, 8(5), 336-341. https://doi.org/10.1016/j.ijsu.2010.02.007
Morrison, J., Frost, J., Gotch, C., McDuffie, A. R., Austin, B., & French, B. (2021). Teachers’ role in students’ learning at a project-based STEM high school: implications for teacher education. International Journal of Science and Mathematics Education, 19, 1103-1123. https://doi.org/10.1007/s10763-020-10108-3
Nava, I., & Park, J. (2021). Pre-service stem teachers and their enactment of community-stem-project based learning (C-STEM-PBL). Journal of Higher Education Theory and Practice, 21(9), 217-237. https://doi.org/10.33423/jhetp.v21i9.4602
Paristiowati, M., Rahmawati, Y., Fitriani, E., Satrio, J. A., & Putri Hasibuan, N. A. (2022). Developing pre-service chemistry teachers’ engagement with sustainability education through an online project-based learning summer course program. Sustainability, 14(3), 1783. https://doi.org/10.3390/su14031783
Poonpon, K. (2021). Integrating self-generated online projects in an ELT class at a Thai university during the COVID-19 pandemic. Asia Pacific Journal of Educators and Education, 36(2), 183-203. https://doi.org/10.21315/apjee2021.36.2.10
Portuguez Castro, M., & Gómez Zermeño, M. G. (2020). Challenge based learning: Innovative pedagogy for sustainability through e-learning in higher education. Sustainability (Switzerland), 12(10), 4063. https://doi.org/10.3390/SU12104063
Prasetiyo, W. H. , Sumardjoko, B. , Muhibbin, A. , Mahadir Naidu, N. B., & Muthali’in, A. (2023). Promoting digital citizenship among student-teachers: The role of project-based learning in improving appropriate online behaviors. Participatory Educational Research, 10(1), 389-407. https://doi.org/10.17275/per.23.21.10.1
Puspitasari, E. (2020). Project-based learning implementation to cultivate pre-service English teachers’ 21st century skills. Indonesian Journal of English Language Teaching and Applied Linguistics, 5(1), 191. https://doi.org/10.21093/ijeltal.v5i1.638
Rahmawati, A., Suryani, N., Akhyar, M., & Sukarmin. (2020). Technology-integrated project-based learning for pre-service teacher education: A systematic literature review. Open Engineering, 10(1), 620-629. https://doi.org/10.1515/eng-2020-0069
Randazzo, M., Priefer, R., & Khamis-Dakwar, R. (2021). Project-based learning and traditional online teaching of research methods during COVID-19: An investigation of research self-efficacy and student satisfaction. Frontiers in Education, 6, 662850. https://doi.org/10.3389/feduc.2021.662850
Rusmini, R., Suyono, S., & Agustini, R. (2021). Analysis of science process skills of chemical education students through self-project based learning (SPBL) in the COVID-19 pandemic era. Journal of Technology and Science Education, 11(2), 371-387. https://doi.org/10.3926/jotse.1288
Schina, D., Valls-Bautista, C., Borrull-Riera, A., usart, M., & Esteve-Gonzalez, V. (2021). An associational study: preschool teachers’ acceptance and self-efficacy towards educational robotics in a pre-service teacher training program. International Journal of Educational Technology in Higher Education, 18, 28. https://doi.org/10.1186/s41239-021-00264-z
Sefton, T., Smith, K., & Tousignant, W. (2020). Integrating multiliteracies for pre-service teachers using project-based learning. Journal of Teaching and Learning, 14(2), 18-32. https://doi.org/10.22329/jtl.v14i2.6320
Syawaludin, A., Prasetyo, Z. K., Jabar, C. S. A., & Retnawati, H. (2022). The effect of project-based learning model and online learning settings on analytical skills of discovery learning, interactive demonstrations, and inquiry lessons. Journal of Turkish Science Education, 19(2), 608-621.
Tsybulsky, D., & Muchnik-Rozanov, Y. (2021). Project-based learning in science-teacher pedagogical practicum: the role of emotional experiences in building pre-service teachers’ competencies. Disciplinary and Interdisciplinary Science Education Research, 3, 9. https://doi.org/10.1186/s43031-021-00037-8
Tsybulsky, D., & Muchnik-Rozanov, Y. (2023). The contribution of a project-based learning course, designed as a pedagogy of practice, to the development of pre-service teachers’ professional identity. Teaching and Teacher Education, 124, 104020. https://doi.org/10.1016/j.tate.2023.104020
Tsybulsky, D., & Oz, A. (2019). From frustration to insights: experiences, attitudes, and pedagogical practices of pre-service science teachers implementing PBL in elementary school. Journal of Science Teacher Education, 30(3), 259-279. https://doi.org/10.1080/1046560X.2018.1559560
Umar, M., & Ko, I. (2022). E-learning: Direct effect of student learning effectiveness and engagement through project-based learning, team cohesion, and flipped learning during the COVID-19 pandemic. Sustainability, 14(3), 1724. https://doi.org/10.3390/su14031724
Umutlu, D. (2022). TPACK leveraged: A redesigned online educational technology course for STEM pre-service teachers. Australasian Journal of Educational Technology, 38(3), 104-121. https://doi.org/10.14742/ajet.4773
Van Loi, N., & Hang, C. T. T. (2021). Integrating project work into English proficiency courses for pre-service teachers’ training. TESL-EJ, 25(3).
Wijaya, T. T., Zhou, Y., Ware, A., & Hermita, N. (2021). Improving the creative thinking skills of the next generation of mathematics teachers using dynamic mathematics software. International Journal of Emerging Technologies in Learning, 16(13), 212-226. https://doi.org/10.3991/ijet.v16i13.21535
Yadav, A., Stephenson, C., & Hong, H. (2017). Computational thinking for teacher education. Communications of the ACM, 60(4), 55-62. https://doi.org/10.1145/2994591
Yustina, Y., Syafii, W., & Vebrianto, R. (2020). The effects of blended learning and project-based learning on pre-service biology teachers’ creative thinking skills through online learning in the COVID-19 pandemic. Jurnal Pendidikan IPA Indonesia, 9(3), 408-420. https://doi.org/10.15294/jpii.v9i3.24706

Citation

Uyen, B. P., Tong, D. H., & Ngan, L. K. (2023). Online project-based learning for teacher education during the COVID-19 pandemic: A systematic review. Contemporary Educational Technology, 15(3), ep433. https://doi.org/10.30935/cedtech/13238

Uyen, B. P., Tong, D. H., and Ngan, L. K. (2023). Online project-based learning for teacher education during the COVID-19 pandemic: A systematic review. Contemporary Educational Technology, 15(3), ep433. https://doi.org/10.30935/cedtech/13238

Uyen BP, Tong DH, Ngan LK. Online project-based learning for teacher education during the COVID-19 pandemic: A systematic review. CONT ED TECHNOLOGY. 2023;15(3), ep433. https://doi.org/10.30935/cedtech/13238

Uyen, Bui Phuong, Duong Huu Tong, and Lu Kim Ngan. "Online project-based learning for teacher education during the COVID-19 pandemic: A systematic review". Contemporary Educational Technology 2023 15 no. 3 (2023): ep433. https://doi.org/10.30935/cedtech/13238

Uyen, Bui Phuong et al. "Online project-based learning for teacher education during the COVID-19 pandemic: A systematic review". Contemporary Educational Technology, vol. 15, no. 3, 2023, ep433. https://doi.org/10.30935/cedtech/13238

Uyen BP, Tong DH, Ngan LK. Online project-based learning for teacher education during the COVID-19 pandemic: A systematic review. CONT ED TECHNOLOGY. 2023;15(3):ep433. https://doi.org/10.30935/cedtech/13238