Acceso usuarios
Richard Keith Wright
Project based learning (PBL) facilitators seek to establish long-term understanding by encouranging students to team up, take control of their own educational environments, and embrace the knoeledge gained through personal experience. This article offers a new contextualized perspective to an already expansive body of academic knowledge, much of which has focused on the outcomes attached to PBL's adoption in compulsory education environments. More specifically, this article addresses the unique challenges attached to facilitating PBL among a cohort of adult learners, many of whom enter the educational experience with an expectation that they will be provided with all the tools they need to succeed. An extensive review of the orogins and effectiveness of PBL provides the platform for an unobtrusive summative content analysis employed to categorize 115 negative comments from sport and recreation students enrolles on two differents event management modules over a 3-year period (2014-2016). The critical comments were separated into two closely-related themes: "Challenge avoider" and "Disappointing surprise. "The finding and discussions are integrated to ensure that event management educators are aware of the personal and professional criticisms that they can expect to encounter because of emberacing an unconventional constructivist-inspired PBL approach. The conclusions note the importance of managing the expectations of the consumer while maintaining their faith/trust in the value and validity of PBL. The recommendations identify the need to ensure that the long-term benefits of being exposed to PBL in a highly stressful educational environment will ultimately outweigh any initial backlash experienced.
