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. Keywords: Project-based learning, Online education, COVID-19, Student satisfaction, Net Promoter Score (NPS), Educational resilience.