Project-based learning: Difference between revisions

Revision as of 16:13, 21 November 2023

Revision as of 16:14, 21 November 2023

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==Criticism==

In ''Peer Evaluation in Blended Team Project-Based Learning: What Do Students Find Important?'', Hye-Jung & Cheolil (2012) describe "social loafing"{{Relevance inline|date=April 2020}} as a negative aspect of collaborative learning. Social loafing may include insufficient performances by some team members as well as a lowering of expected standards of performance by the group as a whole to maintain congeniality amongst members. These authors said that because teachers tend to grade the finished product only, the social dynamics of the assignment may escape the teacher's notice.<ref>

Hye-Jung Lee1, h., & Cheolil Lim1, c. (2012). Peer Evaluation in Blended Team Project-Based Learning: What Do Students Find Important?. Journal of Educational Technology & Society, 15(4), 214-224.</ref>

In PBL, there is also a certain tendency for the creation of the final product of the project to become the driving force in classroom activities. When this happens, the project can lose its content focus and be ineffective in helping students learn certain concepts and skills. For example, academic projects that culminate in an artistic display or exhibit may place more emphasis on the artistic processes involved in creating the display than on the academic content that the project is meant to help students learn.{{Citation needed|reason=Research on the fundamental informativeness of quantifiable assessment methods has demonstrated their inaccuracy & inefficacy for educational practice for approx. the last 80 years (see Alfie Kohn's "The Case Against Grades" for an overview of such research). Maybe just needs contextualization for this concern's basis, not citations?|date=March 2019}}