A Phenomenological Inquiry Into Students' Perspectives on Soft Skills Development in Problem-Based Instructional Models

• In Event: 61.086 - Roundtable Session 21
  In Roundtable Session: 61.086-5 - Roundtable 1

Abstract

The purpose of this qualitative study was to investigate students’ perceptions of soft skills mastery in a problem-based instructional model in a soft science’s classroom. The participants were undergraduate students enrolled in blended learning sections of a soft sciences’ senior capstone course. Qualitative data were collected on students’ perceptions of their soft skills mastery via ten reflection wikis. The data were analyzed using a phenomenological perspective. The findings showed students do develop soft skills in problem-based instructional models and report environmental distinctions between cooperation and professionalism. Lastly, during the study, while participants reflected growth in many soft skills, they expressed frustration with themselves and their peers when it came to time and communication.

Authors

• Kelly Rippard, Old Dominion University

• Richard C. Overbaugh, Old Dominion University

• Sue C. Kimmel, Old Dominion University