Classroom Action Research on a Blended Project-Based Learning Program to Foster Cooperative Communication Competencies

Objective: This study aimed to design and apply a blended PBL program to foster cooperative communication competencies in elementary students. Methods: This classroom action research was conducted with 27 sixth-grade students from Busan, South Korea. From September to December 2023, a blended PBL program was implemented across two quarters (approximately 50 lessons) through iterative plan-act-observe-reflect cycles. Data collected through project artifacts, observation notes, interviews, and self/peer assessments were qualitatively analyzed to track changes in cooperative communication. Results: The ‘EROOA’ model was developed based on five stages: Open, Sprout, Bloom, Grow, and Bear. Students progressed from knowledge acquisition to real-life application. The blended learning environment facilitated real-time communication and collaboration. Students exchanged feedback and refined their projects through discussion. Teams formed based on students’ preferences increased engagement and reduced conflict. Conclusions: The blended PBL program effectively enhanced cooperative communication competencies and provided a practical instructional model that supports collaboration and real-world problem solving in elementary education.