Abstract
Both community-based learning (CBL) and online learning are popular pedagogical practices, with distinct benefits and issues for teaching and learning. The integration of these practices may seem challenging, but they can be compatible. This article seeks to provide effective examples and support for conducting CBL projects in online courses while supporting the belief that criteria such as reinforcement, evaluation, feedback, and motivation (Berge, 2010) can be achieved through congruent CBL and online instruction. The theoretical basis for the projects identified in this work adhere to the tenets of quality online design, which are student-centered, and evoking principles of project-based learning (PBL), anchored instruction and situated learning.
| Original language | American English |
|---|---|
| Pages (from-to) | 31-48 |
| Number of pages | 18 |
| Journal | Journal of Public Scholarship in Higher Education (JPSHE) |
| Volume | 5 |
| Issue number | 1 |
| State | Published - 2015 |
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
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SDG 4 Quality Education
Keywords
- Online learning
- Project-based learning
- Innovation
- Technology
- Pedagogy
- Assessment
Disciplines
- Educational Assessment, Evaluation, and Research
- Higher Education
- Online and Distance Education
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