details
Article (from a serial) accessible via
URN: urn:nbn:de:0111-pedocs-339798
DOI: 10.25656/01:33979; 10.22492/issn.2188-1162.2025.61
URN: urn:nbn:de:0111-pedocs-339798
DOI: 10.25656/01:33979; 10.22492/issn.2188-1162.2025.61
| Title |
Learning effects from decision-making processes in a project-oriented teaching format. Results from a qualitative study using written reflections |
|---|---|
| Author |
Bittner, Janine   |
| Source | The 13th European conference on education (ECE2025), July 10-14, 2025. London, United Kingdom, and online. Official conference proceedings. Naka Ward, Nagoya, Aichi : The International Academic Forum (IAFOR) 2025, S. 773-786 |
| Document | full text (433 KB) (formally revised edition) |
| License of the document | In copyright |
| Keywords (German) | Lerneffekt; Lernergebnis; Entscheidung; Student; Service Learning; Forschendes Lehren; Inhaltsanalyse; Qualitative Forschung |
| sub-discipline | Higher Education |
| Document type | Article (from a serial) |
| ISSN | 2188-1162; 21881162 |
| Language | English |
| Year of creation | 2025 |
| review status | Publishing House Lectorship |
| Abstract (English): | Project-based teaching methods with teamwork components require various coordination and decision-making processes. This qualitative study looks at these processes and the resulting learning effects for the students exemplified by a community-based research service-learning course. In this course, 15 geography students worked together in several project groups for one year. Written answers from the course participants to specific key questions were used as a methodology for the accompanying research and to stimulate the students' reflection. The following main research questions were addressed: RQ 1 What were the different ways of decision-making and consensus-building in the project? RQ 2 What learning outcomes resulted from the decision-making and participation processes? The written responses were analysed using the qualitative content analysis method, following inductive procedures. It became apparent that various forms of decision-making and consensus-building occurred in the project. These included, in particular, the grouping process of the team, selecting the community partners, the research topic and the tasks. The resulting learning effects are manifold. Particularly noteworthy is the insight gained that everyone should have the opportunity to express their opinion, that the individual strengths of each team member are an advantage, that certain framework conditions should be in place for successful communication, that different forms of participation are conceivable and that different views and ideas offer added value. In conclusion, it can be said that project-based teaching formats with integrated teamwork teach practical and social skills that are valuable for students' future professional lives, including decision-making and coordination processes at work. (DIPF/Orig.) |
| Statistics |  Number of document requests
|
| Checksums | checksum comparison as proof of integrity |
| Date of publication | 26.09.2025 |
| Citation | Bittner, Janine: Learning effects from decision-making processes in a project-oriented teaching format. Results from a qualitative study using written reflections - In: The 13th European conference on education (ECE2025), July 10-14, 2025. London, United Kingdom, and online. Official conference proceedings. Naka Ward, Nagoya, Aichi : The International Academic Forum (IAFOR) 2025, S. 773-786 - URN: urn:nbn:de:0111-pedocs-339798 - DOI: 10.25656/01:33979; 10.22492/issn.2188-1162.2025.61 |
share content at social platforms
Teile diese Seite:
