You are here:

Benefits and challenges of introducing a blended project-based approach in higher education: Experiences from a Kenyan university
ARTICLE

, University of Eastern Finland ; , University of Eldoret

IJEDICT Volume 12, Number 2, ISSN 1814-0556 Publisher: Open Campus, The University of the West Indies, West Indies

Abstract

This article investigates a blended project-based approach that was introduced to forestry and ICT undergraduates as an extracurricular activity at the University of Eldoret, Kenya. The approach blends problem-based learning and participatory design to solve real-life forestry problems. Even though the use of the approach itself is not novel, in this article, we explore its introduction as an extracurricular activity at a university that currently follows a more traditional teaching paradigm. Using a multiple case study, the study explores the project implementation activities and student experiences in order to identify the benefits gained and challenges faced. The findings show that the used blended project-based approach results in solutions that are more contextually relevant and also equips the participating students with technical, interdisciplinary and interpersonal skills that are essential to entering the workplace which they may otherwise have not acquired from their curricula.

Citation

Munezero, M. & Bekuta, B. (2016). Benefits and challenges of introducing a blended project-based approach in higher education: Experiences from a Kenyan university. International Journal of Education and Development using ICT, 12(2),. Open Campus, The University of the West Indies, West Indies. Retrieved March 31, 2020 from .

Keywords

References

View References & Citations Map

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References