Collaborative Learning in a Problem and Project-Based Learning (PBL) at Aalborg University, Denmark

This study involving six first year's Medialogy undergraduate students seeks to provide insights into students learning experience in a collaborative group context, namely the learning process, the reflection and the learning impact associated with the participation in a Problem Based Learning (PBL) learning environment. The research utilizes semi-structured interview and group process analysis report to collect the data. The interview audio were fully transcribed to identify emerging themes and the group process analysis reports were analyzed using content analysis techniques. The results indicated that group learning process started with brainstorming and the tasks were divided among group members based on both voting strategy and group member's capability strategy. Reflecting on their learning process, students identified aspects that they need to improve including planning the timetable, enhance rapport among group members and emphasize on the quality of the discussions. In terms of the impact of PBL on student learning, students realized that they obtained skills, developed habits of peer learning and more organized learning.