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Taking Project-Based Learning Online

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Part of the Lecture Notes in Networks and Systems book series (LNNS,volume 349)


We present a case study of a university course using project-based learning, collaborative small teams, and the Scrum project management framework. The course was moved entirely online in Fall 2020 due to COVID-19. Students in the course were unable to come to campus and so were distributed widely across time zones with concentrations in North America and Asia. Students had access to a set of tools arranged specifically for the class, including: a WordPress website, the LearnDash learning platform to organize resources and activities, Slack for class and for individual teams to facilitate communications, and Asana for individual teams to track project progress. Students also brought other tools of their choice (e.g., Google docs, WeChat, Notion). None of the tools were institutionally based, with the exception of an institutional Zoom account that was used for six whole class sessions as well as by individual teams for their collaboration meetings. Students were assessed based on team projects, as well as individual short papers. Additional data from Slack and Asana allowed the instructors to follow the progress of each team throughout the semester and to offer guidance along the way. We review the course activity data, examine areas for improvement, and pose suggestions for improving the learning experience.


  • Project-based
  • Online learning
  • Case

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  • DOI: 10.1007/978-3-030-90677-1_22
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Correspondence to Gary Natriello .

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Natriello, G., Chae, H.S. (2022). Taking Project-Based Learning Online. In: Guralnick, D., Auer, M.E., Poce, A. (eds) Innovations in Learning and Technology for the Workplace and Higher Education. TLIC 2021. Lecture Notes in Networks and Systems, vol 349. Springer, Cham.

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