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Project based learning is a detailed approach to classroom learning and teaching, which is designed to let students/indiviuals get a solution to any certain problem (Gary, 2015). It let indiviuals get into a form of team, and try to achieve desired goals. Project based learning helps the group in a lot of ways. It can increase the skills of every person in the group, and help them achieve the goals more efficiently (Gary, 2015). The most modern way of project learning increases the social and personal responsibility of every person in the group. It also develops critical thinking, planning, creativity, and reasoning in the phase of group learning. It then results in better outcomes from the group. Communicating with different cultured people, increases flexibility of cross cultural understanding, and results in being more productive in different cultures (Gary, 2015).

Most importantly, project based learning improves the ability in indiviuals to be able to make appropriate decisions, and to visualize their future more efficiently. Project learning is also important in developing the skill to develop the ability to make decisions about when and how the technology will be used for the specified project (Savery, 2015). Thus, a plan should be made improve these skills in a group, and to create a method which applies these skills in a group.

Evidence Based Practise has been widely used to introduce a method, which directly helps in developing learning into group. Step by step procedure is develop to create a flow of these elements (Savery, 2015).

The focus of this research is to create a plan for group based learning, which in turn reflects more understanding between the group indiviuals. When we compare traditional learning methods, with the collaborative (project based) ones, traditional way make students engage in small groups, where they achieve better grades, a long gone information is attained, and they also have less dropout rates. While in collaborative way, indiviuals engage in more friendship across different cultures and ethnicity. It also develops confidence in the children/indiviuals to be able to stand up in a society. The following method explains how the project based learning can be developed step by step.

Define the context:

The first step is about defining the context of what is to be explained to the students or the people included in the group. This step defines about the reason for which the group is going to be created and how the learning will take place. The skills and accomplishments of the members are discussed in this stage, which clearly tells them what type of composition is made in the group (Bilgin, Karakuyu & Ay, 2015). For example, if a leader tells to the business management students that we are making some groups for the purpose to analyze the overall growth of a company. The leader tells his/her team that every person of the group will play a different role in the group, like finance, marketing, human resource, and senior management.

Identify the context:

This step explains the implementation of real life activities which is introduced to the group to better understand the approach of the plan. It let the group indiviuals to develop clear understanding by practically analyzing how to gather information about the topic (Valaei, Rezaei & Ismail, 2017). The group here will make practical implementation of the real life activities in the business about the different departments i.e. marketing, human resource, finance, and other departments of reknowned companies like Apple Inc. or Samsung. By analyzing these companies, it will give a clear understanding that how these companies manage their departments in terms of time, resources, and business plans of the company. Identifying the context of the plan will help the members of the group to clearly know what they are going to do in the next phases of the plan (Valaei, Rezaei & Ismail, 2017).

List possible problems:

From the previous steps taken, this step explains the possible problems which can come from the previous steps taken in the process. From defining the context of the learning plan to identifying the key areas to consider, this step tells about the problems that can occur from the previous steps. This step tells about the forecasting of the problems which can be faced in the future (Valaei, Rezaei & Ismail, 2017). These can include external and internal, depending on the type of business. For example, if we assume that the firm is technological based, then they might have to list down the problems regarding the PCs, their maintenance, errors which can occur, and the human errors which can lead to possible problems.

Describe potential solutions:

After the problems have occurred, next step in the plan is to form certain solutions to the problems. It will include the critical reasoning and processes to take forward to solve the problems identified. The need of reasoning skills and procedures in this phase is developed that will help in solving the problems and it will improve the skills of effective problem solving in the members of the group (Valaei, Rezaei & Ismail, 2017). In a group, which has the problem of IT company and to solve their problems (listed above). The group will first analyze the measures which can solve the problem of their PCs and maintenance, by creating a certain team of quality assurance and IT specialists, who will serve the purpose of eliminating any defects which might occur in the future.

Calibrate the project:

This step is taken forward to match the knowledge and steps taken to solve the problem to link with the main purpose of the plan which was taken in step one. It means that the solution to the problems, should match the expected knowledge, for which the group was actually made (Davidson, Major & Michaelsen, 2014). If it does deviates from the study, then the main focus of the team is not achieved.

Describe the task:

The task of the plan should be communicated easily to the members of the group, otherwise it will be hard for them to understand it, as the complexity of learning is vital (Davidson, Major & Michaelsen, 2014). In order to explain the tasks easily, the group should involve in the step wise prodecure that what is issue is and how to resolve it. By the time this step is evolved, it will almost clear the reason of learning in the learners mind.

Reflection on the learning:

At the end, learners will tell that what they have learned and how, so that they can be analyzed about the learning patterns they have come across (Savery, 2015). It can be analyzed by getting reports from them about the IT company they have analyzed, and what results have the chosen from the study. For a clear learning evaluation, one should ask the members to critically present the procedure they took forward and the to what extent they have learned about the topic.


Bilgin, I., Karakuyu, Y., & Ay, Y. (2015). The effects of project based learning on undergraduate students’ achievement and self-efficacy beliefs towards science teaching. Eurasia Journal of Mathematics, Science & Technology Education11(3), 469-477.

Davidson, N., Major, C. H., & Michaelsen, L. K. (2014). Small-group learning in higher education—cooperative, collaborative, problem-based, and team-based learning: an introduction by the guest editors. Journal on Excellence in College Teaching25(3&4), 1-6.

Gary, K. (2015). Project-based learning. Computer48(9), 98-100.

Savery, J. R. (2015). Overview of problem-based learning: Definitions and distinctions. Essential readings in problem-based learning: Exploring and extending the legacy of Howard S. Barrows9, 5-15.

Valaei, N., Rezaei, S., & Ismail, W. K. W. (2017). Examining learning strategies, creativity, and innovation at SMEs using fuzzy set Qualitative Comparative Analysis and PLS path modeling. Journal of Business Research70, 224-233.



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