Accountability and Project-based Learning

Abu-Hussain Jamal, Oleg Tilchin


We offer a review of the publications concerning accountability of instructors and students for project-based learning (PBL) in an educational institution. At first, the PBL approach, its methodological justification, and the characteristics of the PBL environment that promotes taking accountability for learning are examined. Then, the publications are reviewed regarding their potential contribution to determination, creation, and development of accountability for PBL. Determination of accountability demonstrates its constructive role in improvement of teaching and learning. Creation of accountability is considered through collaborative knowledge building and using the comprehensive assessment of students’ learning while execution of study projects. Development of accountability for PBL is encouraged by PBL enhancement. It caused analysis of a computer-mediated adaptive support for PBL stimulating and facilitating collaborative knowledge building by students while learning by doing. The adaptive support provides adaptive formation of the collaborative groups, the adaptive assessment of the PBL to correspond with the progress of students’ knowledge, and adaptive management of a collaborative learning based on execution of the projects.

Keywords: project-based learning, accountability, adaptive support

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