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Differences between Project Based Learning and Traditional Learning

Differences between Project Based Learning and Traditional Learning

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Monotonous teaching and learning activities lead to students' low achievement and feelings toward the classes, as it has long happened in two accounting-based courses at Politeknik Negeri Malang, Indonesia. The present paper is to report the implementation of Problem Based Learning conjoined with Cooperative Learning in the two classes in order to...

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... the strategy, learning skills of students is expected to increase and according to the specifications required by the labor market in relevant job areas. Some of the aspects that distinguish Project Based Learning with traditional learning, according to Thomas et al. (2004) are presented in Table 2. Graduates with attitude and skills, who can develop themselves independently and perform lifelong learning Upon the implementation of PBL in classes, particularly those of higher education, some advantages can be derived. ...

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... There is a wealth of research that compared the traditional and PBL curricula, e.g., Tan & Lan (2011) have compared this difference in the field of economics [8], Meo & Sultan (2013) have compared traditional learning and PBL for medical science students [9]. Other papers also talked about the main difference and effectiveness of PBL and traditional learning methods [4], [7], [10], [11] Here in table 2, we have gathered the main points and differences between traditional learning and PBL. In PBL learning can be done fully online or in a blended environment, while traditional learning is mainly done in face to face environment. ...
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Understanding students' knowledge constructions process and their cognitive interactions in Problem Based Learning (PBL) can be useful to identify their behavior in the learning process and to develop a more effective curriculum. Problem Based Learning is a type of collaborative learning process where students learn by solving different problems. Various types of analysis can be used to analyze this learning process. Epistemic Network Analysis (ENA) is one of them. ENA can be used to understand students' interactions and knowledge co-construction process. ENA is a type of qualitative analysis to analyze and identify the dynamic temporal connection in a coded data set. ENA can show and visualize a wide range of phenomena like cognitive connections in different learning situations. Here in this thesis, we have used ENA to analyze students' interactions in a PBL environment for dental education. Initially, we have developed the epistemic codes for the analysis. Then we coded the student's interactions data and created the ENA network from the dataset. We have also used different ENA metrics and correlated those metrics with student's performance. The results show us how students are making cognitive connections in the learning process and solving various problems. It also explains how different students are building different networks in their learning process and their relationship to their performance.