Resilient Online Project-Based Learning Post-Covid: An NPS Evaluation

Abstract

In the wake of the COVID-19 pandemic, educational institutions globally have adapted to new teaching methodologies to ensure resilient and effective learning environments. This study evaluates the transition to project-based learning (PBL) in online classrooms within the Thai education system, using the Net Promoter Score (NPS) methodology to assess student satisfaction. A survey was conducted among 95 undergraduate students, classifying respondents into Promoters (scores of 9-10), Passives (scores of 7-8), and Detractors (scores of 0-6). The results indicated that 65% of students were Promoters, expressing high satisfaction and a strong endorsement of the PBL approach. Meanwhile, 20% were Passives, and 15% were Detractors, showing varying levels of contentment. The overall NPS score of 50% reflects a highly resilient and favorable response to the PBL method in online classrooms. These findings suggest that PBL is an effective teaching strategy for maintaining student engagement and learning outcomes in a post-pandemic educational landscape. This study highlights the potential of PBL to enhance the resilience of online education, providing valuable insights for educators and policymakers aiming to adapt to future disruptions.