The Dynamics of Motivational and Emotional Challenges and Regulation Strategies in Customer-Driven Project-Based Learning

Abstract

Project-based learning has been introduced in many university courses as a dynamic classroom approach that motivates active exploration of real-world problems. It is also proven as one of the most effective ways for students to acquire practical skills and deeper knowledge. However, while learning with technologies in project-based blended environments, students are expected to know how to cope with real-world complex issues. Hence, students from two universities participated in an exploratory study with a focus in motivational and emotional challenges as part of collaborative learning. In particular, the study explored what regulation strategies students practiced as an answer to the challenges they encountered in customer-driven project-based learning activities. Nonetheless, the broad idea is to understand in what ways collaborative learning can be beneficial or debilitating for students' progress, and how technology can support or influence positive outcomes.