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Coherence Between Online Learning and Project-Based Courses in Higher Education

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


The context of the presentation is a challenge of a “skill gap” of the latest Future of Jobs Report, emphasizing the importance of some relevant skills for project-based courses in higher education—for instance, active learning and learning strategies, complex problem solving, and critical thinking and analysis. Under COVID-19, higher education has transformed to online learning, which requires renewing the concept of project-based courses. The presentation focuses on innovation of assessment, especially giving some examples using Zoom in order to strengthen collaborative assessment culture under the umbrella of formative assessment. The actual outcomes of the presentation refer to collecting opportunities, experiences and challenges on the feasible coherence between online learning and project-based courses, especially focusing assessment on giving some examples on sharing aims and expectations, using self-assessment, a progression plan and shared assessment criteria on final presentations, team digital portfolios and individual reflective papers. Finally, the conclusion has some dilemmas and questions for discussion.


  • Skill gap
  • Transformation
  • Digital mindset
  • Knowledge management

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  • DOI: 10.1007/978-3-030-90677-1_32
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Correspondence to Vilmos Vass .

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Vass, V., Kiss, F. (2022). Coherence Between Online Learning and Project-Based Courses in Higher Education. 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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