Students’ reflections on their learning in a digital research project: the case of an integrated skills approach to project-based learning in higher education

This paper examines a group of students’ reflections on their learning in a digital research project as part of an undergraduate course in a Hong Kong university. Underpinned by an integrated skills approach to project-based learning, the project was designed to develop students’ ability to integrate subject knowledge, research skills and digital technological skills in the completion of the tasks involved. Post-course reflections gathered via interviews with students were analyzed using thematic analysis. Findings revealed that students not only acquired the target skills (i.e. research and digital technological skills) in an integrated manner, but also developed their ability to solve problems and cope with challenges relating to project management and teamwork. Students also reported that their communication and collaboration skills had improved as a result. The study also found that the reflective writing component of the project helped students gain insights into their project experience and learn to become reflective. By self-assessing their strengths and weaknesses and identifying particular areas for improvement, students developed a deepened understanding of themselves as learners, leading to personal growth and transformation. The findings of the study have implications for future implementations of an integrated skills approach to project-based learning in enhancing students’ learning experience.

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