Project-Based Learning: the learner’s perspective on blended and online learning

Abstract

The aim of this study is to identify the meanings attributed to Project-Based Learning (PBL) by university psychology students in relation to the activities involved, effort required and learning acquired in a blended learning environment prior to the COVID-19 pandemic and the distance learning substitute implemented during lockdown. The study uses a qualitative-phenomenological methodology to examine the participants’ experience of both modalities. The data were obtained from the discourse of 130 university psychology students: 67 blended and 63 distance. The analysis consisted of thematic coding based on a book of emergent categories and subcategories. The findings show that students in both modalities learned a range of different content, skills, knowledge and abilities through their project. More research is required to examine the impact of learning modality and PBL teacher experience.