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Student Agency, Engagement, Autonomy, and Motivation through a Hybrid Project-Based Learning Approach

Jennifer M Schneider, University of Nebraska - Lincoln

Abstract

Project-based learning is used in K-12 schools to foster student agency, engagement, autonomy, and motivation. Constructivist and motivation theories support project-based learning in the classroom. Project-based learning approaches in education use the essential standards of project-based learning to establish in-person learning or online approaches. This design research study combined two iterations of in-person and online project-based learning to design and implement a hybrid project-based learning approach. The central question of this study asked, “How did a hybrid project-based learning approach impact student agency and engagement?” I used a design research approach because of the iterative nature of the study through a theory-based design derived in collaboration with high-ability learner student participants. The study uses student artifacts, surveys, and reflections along with my reflections to create a project-based learning approach where students felt engaged, motivated, and had ownership of their learning. The approach also found students using technology as tools in learning rather than learning outcomes. Findings from this study will be used to implement a hybrid project-based learning approach in K-12 classrooms with learners of all academic levels.

Subject Area

Educational technology|Secondary education

Recommended Citation

Schneider, Jennifer M, "Student Agency, Engagement, Autonomy, and Motivation through a Hybrid Project-Based Learning Approach" (2022). ETD collection for University of Nebraska - Lincoln. AAI29999749.
https://digitalcommons.unl.edu/dissertations/AAI29999749

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