ABSTRACT
A number of studies indicate that project-based learning enhances a student's motivation and in-depth understanding, while the CSCL environment promotes collaboration within the project. However, we know little about how teachers or curriculum designers should design a course utilizing the project-based learning approach according to real-world activities. In this study, we investigate an undergraduate cognitive science course that combines CSCL classroom activities with observational project activities in educational fields. As a result we identified three requirements of a project-based learning design to promote integration between classroom knowledge and authentic field activities: 1) Parallel-structured course involving both disciplinary and project activities; 2) Reality of the project activities; and 3) accessibility of the project content. In the conclusion, we discuss how these findings should guide the development of CSCL-based, project-oriented courses.
