Exploring Student Engagement and Learning Outcomes Through Problem-Based Learning in International Studies

• In Event: AERA Roundtable Session Saturday 8:00 am Four Seasons Ballroom 2-3
  In Roundtable Session: Enhancing Motivation, Engagement, and Other Learning Outcomes in Problem-Based and Project-Based Learning (Table 5)

Abstract

This study examines the effectiveness of Problem-Based Learning (PBL) in enhancing engagement, collaboration, and learning outcomes in an undergraduate international studies course. Grounded in Symbolic Interactionism Theory and utilizing Grounded Theory, it explores how students understand, interact, and navigate PBL challenges. Data from documents, observations, interviews, and feedback were analyzed to identify key themes. Findings show that interactive and experiential activities significantly enhance engagement and collaboration. Students reported improved critical thinking, communication, and teamwork skills, and a deeper understanding of international relations theories. The study underscores PBL’s transformative impact on students’ perspectives and skills, recommending diverse teaching methods and structured collaborative activities for better engagement and outcomes.

Authors

• Maria Kolovou, University of Miami

• Dina Moulioukova, University of Miami