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Abstract
The Master of Health Administration (MHA) degree at the University of Southern Indiana recently underwent a transformation. Courses were transitioned to an accelerated online format (of seven weeks) and a rolling admissions window now allows students to enter the program during six different “entry points” during the year.
Other changes to the program include the infusion of a project-based learning (PBL) curriculum in many of the courses. Project based learning has been shown to be an effective method for engaging and motivating students, as well as an effective method which aid students in learning key concepts (Abuhmaid, 2020; Chang, Kuo, & Chang, 2018; Larmer, Mergendoller, & Boxx, 2015). Implementing a project-based curriculum is widely accepted in many areas of education, ranging from K-12 setting, undergraduate and graduate education to professional programs such as medical school. However, an area where there is a dearth of knowledge as it relates to project-based learning pedagogy is in the accelerated online education realm. Due to this, we sought to determine whether students perceived the project-based learning activities implemented in courses of the MHA program benefited their learning.
Additionally, we sought to understand if project-based learning activities embedded in their courses allowed students to apply what they were learning to their current jobs. We also hoped to determine if students felt that projects implemented in an accelerated course were beneficial to the project-based approach and if the projects implemented in their courses were appropriate and provided any benefit.
In order to determine the reception of the project-based approach, a survey was e-mailed to all students enrolled in the program (n=101). The survey allowed students to rate the level in which they felt the projects contributed to their learning and whether being a part of an accelerated program was beneficial for a project-based curriculum.
This presentation, co-presented by an instructional designer and a faculty member, will discuss experiences of designing and implementing meaningful PBL exercises in the online environment as well as student feedback. Also, we’ll discuss what we learned during the project and what adjustments we have made and may make in future courses.
References:
Abuhmaid, A. M. (2011). The efficiency of online learning environment for implementing project-based learning: Students’ perceptions. International Journal of Higher Education, 9(5), 76-83. https://doi.org/10.5430/ijhe.v9n5p76
Chang, C.-C.; Kuo, C.-G.; Chang, Y.-H. (2018). An assessment tool predicts learning effectiveness for project-based learning in enhancing education of sustainability. Sustainability, 10(10). https://doi.org/10.3390/su10103595
Larmer, J., Mergendoller, J., & Boss, S. (2015). Setting the standard for project based learning. Alexandria, VA: ASCD.