東華大學圖書館 |

Exploring Project-Based Learning Practices to Foster Students' Motivation: Practices from Dubai - United Arab Emirates.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Exploring Project-Based Learning Practices to Foster Students' Motivation: Practices from Dubai - United Arab Emirates./
作者:	Mughrabi, Nawar.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
面頁冊數:	174 p.
附註:	Source: Dissertations Abstracts International, Volume: 83-03, Section: B.
Contained By:	Dissertations Abstracts International83-03B.
標題:	Problem solving. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28722993
ISBN:	9798544212744

Exploring Project-Based Learning Practices to Foster Students' Motivation: Practices from Dubai - United Arab Emirates.
Mughrabi, Nawar.

Exploring Project-Based Learning Practices to Foster Students' Motivation: Practices from Dubai - United Arab Emirates. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 174 p.

Source: Dissertations Abstracts International, Volume: 83-03, Section: B.

Thesis (Ph.D.)--The University of Liverpool (United Kingdom), 2021.

This item must not be sold to any third party vendors.

It could be argued that part of preparing students for employment includes facilitating their learning of the skills needed to apply subject knowledge to the real-world situations that they may encounter in the workforce. It has been claimed that a project-based learning (PjBL) approach can create deeper connections with the material by providing opportunities that allow students to strengthen their skills and prepare for the future. It is also claimed that PjBL, as do other forms of experiential learning, can enhance students' motivation to learn when compared to more didactic approaches to teaching. If teachers do not make effective use of this approach, students may not be motivated to learn or show the increased engagement that is anticipated. The current discourse in the literature on student retention indicates that student motivation and engagement are important factors for institutions to consider if they are seeking to improve student retention. The purpose of this research was to gain a better understanding of the ways PjBL is used to foster students' motivation to learn, in the context of a college in Dubai, within the United Arab Emirates. The focus of the study was to explore the current teaching practices and strategies of a teaching faculty who use a PjBL approach. The study applied a social constructivist paradigm for research and a qualitative research methodology using phenomenological design. Six qualitative interviews were the key method of data collection, and a thematic analysis was conducted. The findings indicated that participants' experiences of using the PjBL approach were considered successful for motivating and enhancing learning. By describing their practices while implementing PjBL, participants offered new insights into fostering students' motivation and engagement to learn. Moreover, the findings revealed participants' perceptions about their role in PjBL when it comes to understanding student autonomy, enhancing collaboration among teaching faculty members, and relying on self-efficacy to enhance students' learning. The findings suggest several important recommendations for practice: 1) the need to improve motivational instructional practices while using PjBL, 2) the need to enhance teachers' collaboration for effective use of PjBL, 3) the need to consider cultural aspects in learning, 4) the need to promote inclusive practice to better accommodate students with learning disabilities and 5) the need to understand the influence of teachers' self-efficacy on the use and implementation of PjBL. This study provides new insights for educators in the field of PjBL when incorporating this approach to foster student motivation and engagement. The study also makes a valuable contribution to the literature on the topic of PjBL, as it has been introduced in the United Arab Emirates relatively recently. Therefore, a study set in this context will be of interest to faculty teaching in the United Arab Emirates, in the Gulf region and in the Middle East more widely.

ISBN: 9798544212744Subjects--Topical Terms:

516855
Problem solving.

Exploring Project-Based Learning Practices to Foster Students' Motivation: Practices from Dubai - United Arab Emirates.
LDR:04228nmm a2200361 4500 001 2350655
005 20221020130408.5
008 241004s2021 ||||||||||||||||| ||eng d
020 $a 9798544212744
035 $a (MiAaPQ)AAI28722993
035 $a (MiAaPQ)Liverpool_3128086
035 $a AAI28722993
040 $a MiAaPQ $c MiAaPQ
100 1 $a Mughrabi, Nawar. $3 3690162
245 1 0 $a Exploring Project-Based Learning Practices to Foster Students' Motivation: Practices from Dubai - United Arab Emirates.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2021
300 $a 174 p.
500 $a Source: Dissertations Abstracts International, Volume: 83-03, Section: B.
500 $a Advisor: Yukhymenko, Mariya;Regan, Julie-Anne.
502 $a Thesis (Ph.D.)--The University of Liverpool (United Kingdom), 2021.
506 $a This item must not be sold to any third party vendors.
520 $a It could be argued that part of preparing students for employment includes facilitating their learning of the skills needed to apply subject knowledge to the real-world situations that they may encounter in the workforce. It has been claimed that a project-based learning (PjBL) approach can create deeper connections with the material by providing opportunities that allow students to strengthen their skills and prepare for the future. It is also claimed that PjBL, as do other forms of experiential learning, can enhance students' motivation to learn when compared to more didactic approaches to teaching. If teachers do not make effective use of this approach, students may not be motivated to learn or show the increased engagement that is anticipated. The current discourse in the literature on student retention indicates that student motivation and engagement are important factors for institutions to consider if they are seeking to improve student retention. The purpose of this research was to gain a better understanding of the ways PjBL is used to foster students' motivation to learn, in the context of a college in Dubai, within the United Arab Emirates. The focus of the study was to explore the current teaching practices and strategies of a teaching faculty who use a PjBL approach. The study applied a social constructivist paradigm for research and a qualitative research methodology using phenomenological design. Six qualitative interviews were the key method of data collection, and a thematic analysis was conducted. The findings indicated that participants' experiences of using the PjBL approach were considered successful for motivating and enhancing learning. By describing their practices while implementing PjBL, participants offered new insights into fostering students' motivation and engagement to learn. Moreover, the findings revealed participants' perceptions about their role in PjBL when it comes to understanding student autonomy, enhancing collaboration among teaching faculty members, and relying on self-efficacy to enhance students' learning. The findings suggest several important recommendations for practice: 1) the need to improve motivational instructional practices while using PjBL, 2) the need to enhance teachers' collaboration for effective use of PjBL, 3) the need to consider cultural aspects in learning, 4) the need to promote inclusive practice to better accommodate students with learning disabilities and 5) the need to understand the influence of teachers' self-efficacy on the use and implementation of PjBL. This study provides new insights for educators in the field of PjBL when incorporating this approach to foster student motivation and engagement. The study also makes a valuable contribution to the literature on the topic of PjBL, as it has been introduced in the United Arab Emirates relatively recently. Therefore, a study set in this context will be of interest to faculty teaching in the United Arab Emirates, in the Gulf region and in the Middle East more widely.
590 $a School code: 0722.
650 4 $a Problem solving. $3 516855
650 4 $a Teaching. $3 517098
650 4 $a Higher education. $3 641065
650 4 $a Collaboration. $3 3556296
650 4 $a Learning disabilities. $3 518903
650 4 $a Communication. $3 524709
650 4 $a School environment. $3 541935
650 4 $a Student participation. $3 3684314
650 4 $a Objectives. $3 3561496
650 4 $a Core curriculum. $3 3559991
650 4 $a Teachers. $3 529573
650 4 $a Technology education. $3 3423978
650 4 $a Motivation. $3 532704
650 4 $a Science education. $3 521340
650 4 $a Knowledge. $3 872758
650 4 $a Society. $3 700566
650 4 $a College students. $3 537393
650 4 $a Design. $3 518875
650 4 $a Engineering. $3 586835
650 4 $a Critical thinking. $3 530830
650 4 $a Philosophy. $3 516511
650 4 $a Phenomenology. $3 533816
650 4 $a Research methodology. $3 3559994
650 4 $a Qualitative research. $3 536745
690 $a 0389
690 $a 0422
690 $a 0745
690 $a 0459
690 $a 0537
690 $a 0714
710 2 $a The University of Liverpool (United Kingdom). $3 1684840
773 0 $t Dissertations Abstracts International $g 83-03B.
790 $a 0722
791 $a Ph.D.
792 $a 2021
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28722993