Equity, social justice and transformational giftedness: A gifted academy in a vulnerable community

Given that uncertainty has become the signe des temps for our students in the current Covid-19 climate, one can pose the question: what types of skills would be relevant for the current and the next generation of students that would help them make sense of the changing world? School curricula and testing still anchored in the traditional mode of the 3Rs has resulted in a cadre of gifted students who have performed well academically but who have not been educated to reflect on using their "gifts" to transform society in just and meaningful ways. As opposed to being purely speculative on what transformative giftedness could be, we describe the genesis of a gifted academy- a school within a school situated within an impoverished community grounded in the principles of equity, social justice, and transformational giftedness. In this academy, the curriculum based on both socio-emotional learning (SEL) and problem-based learning (PBL), in tandem with interdisciplinary projects, provides avenues for the potential to transform students into making sense of uncertainty in the changing world in meaningful ways. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022. All rights reserved.

Lessons from on-line and off-line PBL in an engineering economics course under the Covid-19 pandemic

The application and effects of the project-based learning (PBL) model have been carried out in various majors and courses, and the results analysed in several studies. This study was focused on the Covid-19 pandemic period from 2020 to 2022 to discuss lessons and effects of applying an on-line and off-line PBL model to engineering economics courses for engineering students in 2021 and 2022 compared with a simple on-line course in 2020 without PBL. Project teams consisting of three-four students carried out on-line collaborative learning to solve open-ended problems through a four-step PBL procedure including presentation of the final result. Except for this PBL application in 2021 and 2022, textbooks, lecture contents, assignments and tests were implemented in the same way for each semester over these three years. Through lecture evaluation and a simple survey for students, the semesters with PBL showed higher effects in inducing student-led learning and lecture satisfaction compared to the semesters without it. Further, it was established that the PBL application to the course and the evaluation method were more appropriate than the approach in other semesters. It is expected that the PBL method and operation procedure outlined in this article could be utilised as a best practice for various on-line and mixed courses in student-led collaborative learning activities to achieve better educational effects and satisfaction. © WIETE 2023.

Keeping a school community together in times of COVID-19

The goal of this chapter is to share a series of teaching-learning activities carried out online with a group of high school students in Bergamo, the Italian city that was most affected by COVID-19, in March 2020. This research examines the necessary changes that had to be introduced, not only in the teaching of the English language but also in a new relationship established with the students and the school community. The changes were related to students' mental health and emotions. Online teaching activities were tailored to the new situation being experienced, taking into account that learning online for students could represent a good way of not losing contact with the school community and helping each other to face difficulties, grief, and loneliness. Three case studies are examined. They demonstrate how the main aims of learning a language during a disease outbreak were very different from those planned for a traditional teaching curriculum in normal times. They show how learning technologies can be very helpful to achieve these aims. © Springer Nature Switzerland AG 2021. All rights reserved.

Experience of Sudden Shift from Traditional to Virtual Problem-Based Learning During COVID-19 Pandemic at a Medical College in Saudi Arabia.

Background: COVID-19 pandemic has resulted in a sudden shift to online education. PBL was one of the components that was transformed to online. The aim of the present study was to investigate the impact of the sudden shift to virtual PBL during COVID-19 pandemic in achieving the intended learning objectives of the PBL and to explore the students' perception of the virtual versus traditional PBL. Methods: This is a retrospective study that was conducted in the college of medicine, King Saud University. We compared the perception of third year students who participated in traditional face-to-face PBL in 2019-2020 and in the virtual PBL in 2020-2021. We compared the performance of the students in the traditional face-to-face and in virtual PBL. An online survey was distributed from October to December 2021. The survey contained 7 sections. Each section included several questions comparing virtual and traditional PBL in that aspect. Results: Out of 284 third year medical students, 124 students responded with a response rate of 43.66%. More than half of the students (n = 77, 63%) felt significantly motivated to actively participate in PBL sessions in a virtual learning environment, motivated to learn and support group work and gained critical thinking skills (mean = 3.54 ± 0.12 versus 3.59 ± 0.14, p < 0.001). The majority of students (n = 82, 66%) felt significantly more satisfied about their learning during the virtual PBL versus traditional PBL (mean = 3.48 ± 0.42 versus 3.91 ± 0.59, p < 0.001). There was no significant difference in the students' performance in traditional versus virtual PBL (mean = 4.77 ± 0.22 versus 4.79 ± 0.29, p = 0.2). Conclusion: The results of this study showed that students were significantly more satisfied with the experience in the virtual versus traditional PBL. Medical students' performances in virtual PBL were comparable to the traditional face-to-face approach.

Augmented Reality: An Emergent Technology for Students' Learning Motivation for Chemical Engineering Laboratories during the COVID-19 Pandemic

In higher education, the learning of Unit Operations in Chemical Engineering and the development of practical activities became a real challenge. Therefore, the use of emerging technologies became necessary to develop practical laboratory activities of the Unit Operations due to the inaccessibility to the equipment infrastructure. In this study, Project-Based Learning methodology was assisted with the Augmented Reality (AR) technology for the development of subjects. The development of a real educational experiment for the application of a basic topic of the course as a project for each subject was proposed. The results were presented using the Zappar application, and a unique rubric was used for the evaluation of project. The evaluation of students' motivation for learning was measured using Keller's Attention, Relevance, Confidence and Satisfaction (ARCS) model of motivation by Instructional Materials Motivation Survey (IMMS). The attention, confidence and satisfaction demonstrate an acceptable reliability in comparison to relevance, which was considered as moderate reliability. Above 96% of students considered that the activities, materials, and organization of information used for the AR project caught their attention and encouraged their interest towards the fundamentals applied in the project. Around 80% of students expressed concern about the ease of AR technology use, and understood the learning aim of the project. Above 85% of students recognized the relevance of activities and their usefulness, and considered AR as a meaningful educational tool. 90% of students considered that AR technology helped them to develop the subject competencies. Cronbach's Alpha was used to indicate an acceptable reliability of IMMS instrument. Regarding IMMS, values were superior to 0.7, which could be considered acceptable. For the individual ARCS dimensions, values of Cronbach's alpha reached values of 0.94.

Evidence-Based Practice to the Forefront: A Case Study of Engineering Team Project-Based Learning in an Online Learning Environment

Approaches such as problem and project-based learning (PBL) are the cornerstone of modern engineering curricula. With a growing need to move these student-centred active learning curricula to online and blended learning environments due to issues including increasing cohort sizes and limited budgets, it is essential that instructional designers in engineering education understand the impacts that these differing mediums may have on student collaboration. This study is the beginning of a body of work with the aim to develop effective teaching and learning strategies for team project-based learning in online and blended learning environments. This case study was carried out in an Irish university in 2021 in a first-year engineering module during the COVID-19 pandemic. The study followed an explanatory mixed methods design in which a questionnaire and semi-structured interviews were utilised to collect data. The research data was gathered in two phases. Phase 1 included a questionnaire with both closed- and open-ended questions (N=94). Phase 2 was based on semi-structured interviews (N=7). This paper will focus on the qualitative datasets, including the open-ended questions and interviews. After completing a thematic analysis, we identified six themes and eighteen sub-themes that affect students' perceptions of team project-based learning (PBL) in an online environment. Each of these themes are discussed within this paper. The paper concludes with an outline of future research plans for the ongoing project. © 2022 SEFI 2022 - 50th Annual Conference of the European Society for Engineering Education, Proceedings. All rights reserved.

UNDERSTANDING AND UTILIZING STUDENTS' ATTITUDES TOWARD PARTICIPATION IN DISCUSSIONS BY USING EMOTION ANALYSIS

We propose a method that uses an emotion analysis for PBL education. The emotion analysis is a method of analyzing a person's emotions from the person's remarks or facial expressions. In this method, teachers understand the situation of students from the results of the emotion analysis and give accurate advice. PBL education often involves group activities. The students conducted groups discuss, propose ideas, select ideas, and make the products. However, not all students are able to participate in discussions and express their opinions. It is the teacher's duty to provide guidance to such students. Therefore, we propose the use of the emotion analysis techniques to identify and guide students who have problems, such as those who cannot participate in discussions. The method is possible for one teacher to grasp multiple groups at the same time and to help developing the students' ability to learn. Under COVID-19, face-to-face classes were restricted. Online classes using Zoom etc. have also been introduced in PBL education. In online classes, it is difficult to grasp the situation of students. This was a big difference from face-to-face classes. So we looked at ways to keep track of the situation for all students. This is because the gap between students who are willing to take classes and those who are reluctant to take classes has widened due to the shift to online classes. As a result of the adaption to the classes, the number of students who actively participate in the classes has increased. The effectiveness of the proposed method was confirmed. © 2022 SEFI 2022 - 50th Annual Conference of the European Society for Engineering Education, Proceedings. All rights reserved.

Medical imaging in problem-based learning and impact on the students: A cross-sectional study.

OBJECTIVE: To investigate the medical students' performance with and perception towards different multimedia medical imaging tools. METHODS: The cross-sectional study was conducted at the College of Medicine, Qassim University, Saudi Arabia, from 2019 to 2020, and comprised third year undergraduate medical students during the academic year 2019-2020. The students were divided into tow groups. Those receiving multimedia-enhanced problem-based learning sessions were in intervention group A, while those receiving traditional problem-based learning sessions were in control group B. Scores of the students in the formative assessment at the end of the sessions were compared between the groups. Students' satisfaction survey was also conducted online and analysed. Data was analysed using SPSS 21. RESULTS: Of the 130 medical students, 75(57.7%) were males and 55(42.3%) were females. A significant increase in the mean scores was observed for both male and female students in group A compared to those in group B (p<0.05). The perception survey was filled up by 100(77%) students, and open-ended comments were obtained from 88(88%) of them. Overall, 69(74%) subjects expressed satisfaction with the multimedia-enhanced problem-based learning sessions. CONCLUSIONS: Radiological and pathological images enhanced the students' understanding, interaction and critical thinking during problem-based learning sessions.

Use of Hu-PBL Mice to Study Pathogenesis of Human-Restricted Viruses.

Different humanized mouse models have been developed to study human diseases such as autoimmune illnesses, cancer and viral infections. These models are based on the use of immunodeficient mouse strains that are transplanted with human tissues or human immune cells. Among the latter, mice transplanted with hematopoietic stem cells have been widely used to study human infectious diseases. However, mouse models built upon the transplantation of donor-specific mature immune cells are still under development, especially in the field of viral infections. These models can retain the unique immune memory of the donor, making them suitable for the study of correlates of protection upon natural infection or vaccination. Here, we will review some of these models and how they have been applied to virology research. Moreover, the future applications and the potential of these models to design therapies against human viral infections are discussed.

Distance project-based learning during lockdown and learner's motivation

During the first lockdown due to Covid-19 pandemic, project-based learning (PBL) had to be implemented remotely. To gain knowledge on this learning context, we monitored motivation (in Self-Determination Theory framework), flow, social identification and self-rated performance during a 10-day project conducted with 281 engineering students. Final grades were also collected as objective performance indicators. Results show that intrinsic and identified motivation, flow, self-rated performance and group identification increased throughout the project, which suggests that remote PBL stimulated students' needs for autonomy and competence without hindering their need for relatedness. Furthermore, the analysis of significant predictors of teams' and individuals' performance draw avenues for improving PBL and stimulating intrinsic and identified motivation, for the subject and for the project, at the right time along the program. © Holder: Andréa Boisadan, Céline Viazzi, Christophe Bourgognon, Bernard Blandin & Stéphanie Buisine.

LOCAL RESILIENCE STRATEGIES FOR COVID19 - A PBL ENGINEERING CASE STUDY

The increasing relevance of uncertainty and complexity provides ongoing and future challenges for engineers. Subsequently, engineers require competencies such as systems thinking, judgement and decision-making in the face of uncertainty or complex problem solving as part of their education. Already, these are part of e.g. the ABET and EUR-ACE standards and the CDIO syllabus. This aligns with emerging trends in engineering education, such as student-centred, active learning and problem-project-based learning (PBL). The aim of this paper is to present a seminar teaching concept and to examine to what extent scenario planning combined with active, PBL and collaborative learning can enable engineering students to develop resilience strategies. Here, resilience describes a system's ability to cope with sudden disturbances by adapting and learning, and resilience strategies represent the ability to design such resilient systems. Based on theoretical concepts of resilience, students had to apply these to a concrete and current problem. Following a PBL approach, an open and ill-defined problem was the starting point for a scenario planning project, where the students had to develop a resilience strategy with regard to the COVID-19 pandemic at a local level. The seminar aimed at developing competencies in resilience thinking and systems thinking. Findings showed that the teaching concept successfully enhanced especially these competencies which are characterized by a high level of complexity, such as reflection, analysis and assessment of resilience-related issues. © CDIO 2022.All rights reserved.

The Power of Problem Based Learning beyond its Didactic Attributes

Hybrid courses with a focus on practice-orientated education and self-guided learning phases are on the rise on the higher education sector. Disciplines in Life Sciences implicate a high degree of practical laboratory expertise. The University of Applied Sciences (UAS) in Vienna, Austria, has thus been endeavoured offering students a high qualitative education integrating hybrid courses based on PBL principles, which consist of on-site (including the transmission of necessary background and practical laboratory training) and off-site (including self-study phases) sessions. As practical laboratory units are central in those courses, the restrictive measures, including the transition to a complete online teaching format due to the first Covid-19-pandemic lock-down, had severe effects on the implementation and the quality of the curriculum. According to surveys made specifically to address this problematic situation, it can be concluded that on-site practical units are fundamental for certain disciplines such as Life Sciences. © 2021, Aalborg University press. All rights reserved.

Dynamic Education Background: Procure the Maximum Initiation from PBL for Education Naïve Bayes Algorithm for Machine Learning

The main advancement in the field of engineering education is learning somewhat which is based on the problem. This term surely applied to any learning environment in which students drive learning. It is presented in such a way that students understand the problem before moving toward its solution and accordingly they need to gain new information. For the fourth year of the Computer Science and Engineering degree curriculum, this research introduces the knowledge of a formal problem-based learning procedure for educating a preliminary research component in the naive Bayesian method of machine learning. At the beginning of the module, the Naïve Bayes Algorithm design problem was introduced to students. For seven weeks, a small crowd of undergraduates were operated for this assignment, at the same time the instructor served as the information acquisition facilitator. Every week, brief, written information was composed as the learner evaluation, so that the learning environments were ensured. Due to COVID-19, most of the offline classes were suspended so this PBL experiment and the written reports are conducted /collected through the online mode. A list of guidelines to assist academic interest in pursuing PBL with a similar strategy is outlined in the report. © 2022, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

Application of problem-based learning combined with a virtual simulation training platform in clinical biochemistry teaching during the COVID-19 pandemic.

Background: The coronavirus disease 2019 (COVID-19) pandemic has had a great impact on the traditional teaching mode (Lecture-based Learning, LBL) and laboratory teaching. To address this challenge, the researchers conducted online Problem-based learning (PBL) teaching and virtual simulation laboratory teaching through DingTalk, and evaluated the effectiveness of this method in teaching clinical biochemistry. Methods: With the method of cluster sampling, the researchers randomly selected 60 students from two classes of the Class 2019 as the experimental group for this prospective experimental study. The theory class was taught online PBL through DingTalk, and experimental lectures were given by virtual simulation. After the experimental teaching, students were assessed for theory and operation. Self-administered questionnaires were administered through DingTalk. 65 students from our 2018 medical laboratory class were randomly selected as the control group, and offline LBL and traditional experimental teaching methods were used. Examination results were obtained through teaching portfolios. Results: The experimental group had significantly better examination scores in theoretical knowledge and experimental operational skills than the control group (87.45 ± 5.91 vs. 83.52 ± 9.94, P = 0.0095; 87.08 ± 12.42 vs. 80.18 ± 14.04, P = 0.0044). The results of the questionnaire survey revealed that the experimental group was more receptive to the DingTalk-PBL teaching method and virtual simulation laboratory teaching. Moreover, this hybrid teaching method was more effective in promoting basic knowledge understanding (95.0%, 57/60), facilitating the mastery of operational skills (93.3, 56/60), cultivating interest in learning (96.7%, 58/60), training clinical thinking (95.0%, 57/60), improving communication skills (95.0%, 57/60), and enhancing self-learning ability (91.7%, 55/60) and was more satisfying than traditional teaching method (all P < 0.05). Conclusion: The DingTalk-based PBL method combined with virtual simulation experiments was an effective and acceptable teaching strategy during the pandemic compared with the traditional teaching method.

Evaluating the Influence and Modification for Environment and Sustainability Learning Outcome in Environmental Engineering Course During COVID-19 Pandemic

The pandemic has influenced most of us either directly or indirectly. In ensuring the education is always in line with the National Education Philosophy in developing holistic, entrepreneurial, and balanced graduates, the Civil Engineering Program of Universiti Malaysia Sabah utilizes the UMS-OBE system, particularly in course outcome (CO) input to the program outcomes (PO) in the assessment and reporting of student's performance. As the main stakeholders, learners and lecturers must be actively engaged in the rationale and motivation of implementing the OBE mechanisms. Hence this paper evaluated the course learning outcome and measured their perceptions by categorizing the ranked perception feedback on project-based learning (PBL). This paper highlights the modification in implementing PBL that previously involved physical work on-site. Due to the movement control order (MCO) enforced due to the covid-19 pandemic, the course assessment targeted to instill the program outcome (PO) of Environment and Sustainability attribute was strategized into 3 phases. The analysis found that the course outcome has been successfully achieved, even though a slight decrease was observed from the previous regular face-to-face mode. A slight decrease was observed in the overall grade achievement and course outcome analysis. The instructional modification and intervention in Project-Based-learning to improve online learning strategies, despite the requirement for engineering community fieldwork through the learner's feedback responses during the three phases in model strategies for course outcome pedagogy, have shown optimistic input by learners and has continuously engaged them through the Project-based-Learning completion.

Work-in-Progress: Developing an IoT-based Engaged Student Learning Environment and Tools for Engineering and Computer Science Programs

The COVID-19 pandemic forced education institutions everywhere to rapidly pivot to an online format in which students must often work remotely. The rapid transition has been especially challenging for STEM related courses in which students require access to physical devices to complete their work. We describe the initial steps of an NSF funded project focused on creating learning environments and materials designed to support engaged remote student learning. The approach utilizes IoT learning kits that are lent to students to provide hands-on learning experiences and promote remote engaged learning at students' own chosen environment. The IoT involves infrastructure in which a wide variety of physical devices interact with one another and share information. When designing, working with or combining these devices, engineering students must consider, among other things, sensors and signals, sensor and system integration, input and output interfaces, system functions, control, network management, system architecture and storage, power consumption and management issues, as well as testing and measurement for validation of proper functionality. Computer science students, on the other hand focus more on cloud infrastructure services for the support and management of IoT devices as well as the security and communications aspects of these systems;computer science students are also involved in, among other things, system architecture and storage, device control, real-time operation, system integration, user interface, and app development to facilitate the proper use of the IoT devices. This paper describes the initial efforts underway at two Hispanic Serving Institutions in South Texas to develop IoT-based hands-on engaged student learning environments and tools targeting students studying remotely in computer science, electrical engineering and mechanical engineering programs. Three aspects of remote learning are being investigated: 1) Hands-on active problem- and project-based learning (PBL) through the use of IoT kits, 2) Off-campus engaged student learning through hands-on projects using IoT kits, and 3) Scaffolding and Transfer Learning from mathematical concepts to explain the underlying physics theory of the sensors. © American Society for Engineering Education, 2022.

Comprehensive assessment of vertical variations in urban atmospheric CO2 concentrations by using tall tower measurement and an atmospheric transport model

In this study, we performed a comprehensive assessment of the vertical CO2 concentration in the urban atmosphere using measurements at two different heights (113 m and 420 m) in Seoul, South Korea. The difference in CO2 concentration between the two altitudes (△CO2 = CO2 at 113 m minus CO2 at 420 m) showed a significant diurnal variation, with the highest at 07:00 (19.9 ppm) and the lowest at 16:00 (3.9 ppm). When the planetary boundary layer (PBL) rose above the two sites (daytime), the CO2 concentrations at the two altitudes were highly correlated (r = 0.87) with low △CO2. In contrast, when the PBL was located between the two sites (night time), the correlation coefficient of the CO2 concentration between the two altitudes decreased by 0.55 with a high △CO2. To explain the cause of this variation in △CO2 according to PBL, we performed Weather Research and Forecasting-stochastic time-inverted Lagrangian transport (WRF-STILT) simulations. Simulations showed that CO2 measurements at two different heights were influenced by the same nearby urban areas during the daytime. However, the site above the PBL only measured the CO2 of air transported from the outside downtown area during the night time. Consequently, the observed night time △CO2 is explained by the difference in air mass between the two measurements owing to PBL variations. The night time △CO2 further implicates the local attribution of observed CO2 below the PBL by removing the effect from the remote area. Because of this unique night time characteristic of △CO2, we evaluated the changes in CO2 concentration in Seoul during the COVID-19 period. Compared to the pre-COVID-19 period, △CO2 clearly decreased from 26.5 ppm to 6.2 ppm with the implementation of social distancing, thus confirming the decreasing local influence of CO2 concentrations. Our findings highlight the potential of atmospheric CO2 monitoring at high altitudes as an observation-based method to assess the effectiveness of local carbon management. © 2022 Elsevier B.V.

Teaching complex skills through an online robotics competition during Covid-19 pandemic

As the hands-on engineering education got severely affected by the lockdown due to the COVID-19 pandemic, the present study discusses how to adopt the Project-Based Learning (PBL) approach to teach complex engineering concepts in this tough time. In this paper, we have discussed the design of a gamified problem statement (using a robotic simulation environment called CoppeliaSim) which was used to teach complex engineering concepts like image processing, control systems, path planning, etc to undergraduate students by a pioneering initiative in engineering education. The study was implemented on 469 teams (1876 students) and explores how the use of a simulation environment impacts the overall performance of teams in completing the assigned problem statement. In addition to this, we have demonstrated the use of a leaderboard to increase learner engagement and motivation in completing the problem statement. Our work is useful to anyone seeking to use PBL to teach and/or learn complex engineering concepts. © 2022 IEEE.

Cumulative effects of air pollution and climate drivers on COVID-19 multiwaves in Bucharest, Romania.

Over more than two years of global health crisis due to ongoing COVID-19 pandemic, Romania experienced a five-wave pattern. This study aims to assess the potential impact of environmental drivers on COVID-19 transmission in Bucharest, capital of Romania during the analyzed epidemic period. Through descriptive statistics and cross-correlation tests applied to time series of daily observational and geospatial data of major outdoor inhalable particulate matter with aerodynamic diameter ≤ 2.5 µm (PM2.5) or ≤ 10 µm (PM10), nitrogen dioxide (NO2), ozone (O3), sulfur dioxide (SO2), carbon monoxide (CO), Aerosol Optical Depth at 550 nm (AOD) and radon (222Rn), we investigated the COVID-19 waves patterns under different meteorological conditions. This study examined the contribution of individual climate variables on the ground level air pollutants concentrations and COVID-19 disease severity. As compared to the long-term average AOD over Bucharest from 2015 to 2019, for the same year periods, this study revealed major AOD level reduction by ~28 % during the spring lockdown of the first COVID-19 wave (15 March 2020-15 May 2020), and ~16 % during the third COVID-19 wave (1 February 2021-1 June 2021). This study found positive correlations between exposure to air pollutants PM2.5, PM10, NO2, SO2, CO and 222Rn, and significant negative correlations, especially for spring-summer periods between ground O3 levels, air temperature, Planetary Boundary Layer height, and surface solar irradiance with COVID-19 incidence and deaths. For the analyzed time period 1 January 2020-1 April 2022, before and during each COVID-19 wave were recorded stagnant synoptic anticyclonic conditions favorable for SARS-CoV-2 virus spreading, with positive Omega surface charts composite average (Pa/s) at 850 mb during fall- winter seasons, clearly evidenced for the second, the fourth and the fifth waves. These findings are relevant for viral infections controls and health safety strategies design in highly polluted urban environments.

The Effect of E-Problem Based Learning on Students’ Interest, Motivation and Achievement

The limitation of face-to-face meetings imposed by the Covid-19 pandemic has encouraged education environment to develop learning models with technology which can be integrated with Electronic-Problem-Based Learning (E-PBL). The study revealed whether the E-PBL Model, significantly affected (1) motivation, (2) learning interest, (3) achievemen, (4) motivation toward students’ achievement, (5) learning interest toward students’ achievement and (6) motivation toward students’ learning interest in the entrepreneurship course. This study was quantitative, employing E-PBL software. The subjects of the study were 129 students of Economics Education department at STKIP PGRI Jombang, Indonesia who were taking entrepreneurship course by implementing E-PBL in academic year 2019/2020. Data were collected using observation, interviews, and questionnaires and analyzed using Path Analysis. The E-PBL Model significantly affected motivation, learning interest, achievement, motivation toward students’ achievement, learning interest toward students’ achievement and motivation toward students’ learning interest in the entrepreneurship course It is recommended that teachers implement the E-PBL Model because it can increase learning motivation and interest that finally increase learning achievement. © 2022 Eskisehir Osmangazi University. All rights reserved.