Using Project Based Learning in a Multi-Access Learning Environment
Florence Daddey

INTRODUCTION/BACKGROUND

JIBC is well known for the opportunities that the institution provides faculty,
staff and students to innovate and adapt to new approaches to enhance
teaching and learning (JIBC Relevant Focused Ready- Strategic Plan 20152020). Various research supports the value of interdisciplinary programs.
However, despite its recognized value, there are relatively few
interdisciplinary programs in our institution at the undergraduate level of
studies. The learning environment at JIBC is changing rapidly and students
are demanding increasing flexibility, mobility and shorter time periods to
complete their credentials. The purpose of conducting this action research is
to examine the teaching methods (pedagogies) used in the BUS-3110 course
where both face-to-face students take the course at the same time as remote
students The research also examines the student’s level of learning
experiences and engagement.

In your opinion, what has been…

FRAMEWORK 2
Multi-access learning model is defined as framework
for enabling students in both face-to-face and online
contexts to personalize learning experiences while
engaging as a part of the same course- Irvine,
(2010: Irvine, Code, & Richards 2013). From the
student perspective – multi-access learning
environment requires that both on campus students
and remote students interact and access the same
course materials and resources.
From the instructor’s perspective – multi-access
learning environment implies teaching two different
audiences simultaneously – in class and remotely.

DISCUSSION

METHODS

This research adopted an interpretive case study approach (Creswell, 2009,
Stake, 1995). A survey was distributed via email to all 33 students in the
BUSN-3110 course from two program areas – Law Enforcement and
Emergency Management and Security. A total of 10 questions focusing on
learning experiences, project management skills, access and engagement.
Reflections from the instructor and observations from community sponsors
were also captured.

FRAMEWORK 1

Project-based learning (PBL) is a comprehensive approach to teaching and
RESULTS
learning that is designed to engage students in the investigation of authentic
Students response included…
(real life) problems. Learning experiences are designed to move students
beyond lower cognitive levels to reaching the higher cognitive levels of
Do you agree that
What is your preferences
thinking skills of problem solving and evaluation, while at the same time
developing skills in PM for
for
organizing
group
work?
public safety professionals
improving professional skills such as critical thinking, teamwork and
communication. PBL Framework: (Krajcik J & Blumenfeld , P, 2006) identified is beneficial?
the steps below:
73% prefer to choose
Project Idea - A concern, issue, problem or research question driving the project idea pitched by
sponsors.
Process - Authentic and situated inquiry exploring the problem and applying project
management tools/concepts.
Active Learning - Engaging in inquiry and research involves activities normally beyond their
ability and scaffolding takes place.
Collaborations - Teams, peers, instructor and sponsors
Outcomes - The process results in the creation of project documentations, artifacts and
presentations.
Reflection - Opportunities for reflection and transfer of knowledge during presentations and
debriefing sessions.
Role of Faculty- Advisor, guide and coach how to utilize tools and concepts at all phases of project
management life cycle.

57% beneficial
29% neutral
14% disagreed

The use of technology
raised the level of
student engagement
with other students.

33% Agreed
40% Neutral
27% Disagreed

their own groups.
20% prefer group by
discipline
7% random
interdisciplinary groups

Students benefited from the different interdisciplinary project ideas
with public safety focus presented to them by their sponsors
however, students have a strong preference in self-selecting their
group members and a strong preference of working with students
from their own disciplines.
Real-time interaction and collaborations are often considered
essential in a multi-assess learning environment in order for
students to engage and interact with each other however, this was
challenging because of remote students work schedules.
A number of key themes were not considered in this research such
as: Class size, workload and support.

CONCLUSIONS

Exposing students to developing generic and transferable skills
that are applicable in any career in public safety is beneficial. More
research is required to promote and provide opportunities for
interdisciplinary group learning/collaborations using technology so
remote and on campus students can work together.
Further to fostering engagement and collaboration it is important to
design pedagogy that are inclusive - for e.g., move discussions
online, create groups that includes on-campus students and
remote students to work on certain activities together.

REFERENCES
The use of
technology increased
the level of
student engagement
and accessibility with
course materials.

47% Agreed
33% Neutral
20% Disagree

Irvine, V. Code, J. & Richards, L. (2013). Realigning higher education for
the 21st-century learner through multi-access learning. Merlot Journal of
Online Learning 9 (2). Retrieved from http://jolt.merlot.org
Krajcik, J. S., & Blumenfeld, P. C. (2006). Project-based learning (pp. 31734). na.

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