Author Information
Ari Luis Halos, University of the Philippines Open University, PhilippinesAlejandro Crawford, Bard College, United States
Abstract
Online education has opened up opportunities for students worldwide to learn. In this case, we are examining a cohort of entrepreneurship students in the Philippines, which included a person with disabilities (PWD), and how the rebelBase Framework allowed them to experience project-based learning. Project-based learning has been growing in popularity in higher education and in business education; this involves students visiting actual enterprises to learn the ropes. Unfortunately, this mode of project-based learning is not accessible to people with disabilities. RebelBase is built around inclusivity and allows students who would otherwise not have access to quality education to tackle global issues through project-based learning. In this case, we are following the experience of an undergraduate student with disabilities who took two courses in the Social Enterprise + Leading Change certificate from Bard and OSUN that used the rebelBase platform to ideate a social enterprise. The raw scores of the students in the cohort were evaluated using ANOVA with the course type and the student’s status as a PWD or not, as well as their interaction, as the factors. Based on the analysis of the raw scores, the students performed better in the project-based learning courses - whether they were PWDs or not.
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