Abstract
This paper presents the adoption of Project-based Learning (PjBL) into the development of e-Portfolio assessment for higher education institution. The purpose of the study was to examine the adoption of PjBL as a learning strategy into the development of e-Portfolio. Initially, this paper was conducted as a preliminary study with a total number of 30 students who undergoing Bachelor of Art and Design Education and then practicing project-based in their coursework. The pilot study was conducted and showed the reliability coefficient with Cronbach’s alpha (α) is 0.9. The instrument was divided into five components which involved (1) student responsibility (2) instructor support (3) instructional methodology (4) course and instructor and (5) student interaction and collaboration, to measured the learners work preferences. The findings were reported that learners are positively accepted the learning styles as an approach in developing their metacognitive process. This project-based learning will give learner’s an opportunity to face authentic and real-life situation. Therefore, project-based learning was focuses on the developmental process involving higher order thinking (HOT) to generate new ideas, solutions of problems, and self-actualization of individuals. At the end of the day, the project-based learning will not only benefit the instructor but the learners as a key referral of a competency and performance.
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Mohamad, S.N.A., Embi, M.A., Nordin, N.M. (2016). A Preliminary Study of a Project-Based Learning (PjBL) into the Electronic Portfolio System. In: Fook, C., Sidhu, G., Narasuman, S., Fong, L., Abdul Rahman, S. (eds) 7th International Conference on University Learning and Teaching (InCULT 2014) Proceedings. Springer, Singapore. https://doi.org/10.1007/978-981-287-664-5_48
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