Integrating Project-Based Learning and Learner-Centered Assessment in an Online Entrepreneurship Finance Course

Abstract

Project-Based Learning (PBL) has been recognized as an effective pedagogical approach for advancing authentic, collaborative, and experiential learning. This paper presents a qualitative descriptive study examining the design and implementation of a PBL activity in an online entrepreneurship finance course. The project is a six-week, group-based financial planning project where students develop a financial plan for agribusiness enterprises. The study documents how the Gold Standard PBL Model and learner-centered assessments were applied and how these supported students’ learning and application of entrepreneurial finance concepts. The findings show that all the design elements of the Gold Standard PBL Model were operationalized. Assessment for, as, and of learning were also embedded in the activities and were distributed throughout the duration of the project implementation. The study offers insights to educators looking for practical implementation models in designing authentic, collaborative, and assessment-rich learning experiences in online entrepreneurship education.