Project-based learning in higher education: exploring programming students' development towards self-directedness

Abstract

The purpose of the research reported in this article was to explore whether the application of project-based learning (PBL) in higher education could develop programming students' self-directedness. This research was based on social constructivism and emphasised the construction of knowledge in which students were collaboratively involved. Both quantitative and qualitative methods were employed. The participants in the research were 89 second-year Bachelor of Science (BSc) students majoring in Computer Science/Information Technology. The students worked together in teams of two to develop a programming project. Data collection involved questionnaires, development of a project and a manual as well as various narrative reflections. The findings indicated that participants' application of PBL may contribute to the development of their self-directedness.