This study examines the influence of collaborative learning and need satisfaction on student satisfaction with a blended project-based learning course in higher education. During the course, students accomplished two activities (i.e. proposal writing and video creation) in small groups. They (N=76) answered three questionnaires of perceptions of collaborative activities, need satisfaction, and course satisfaction. Path analysis revealed that students’ perceptions of video creation, through the mediating effect of students’ feelings of autonomy, had a positive impact on their course satisfaction.

Relationship between collaborative learning, need satisfaction, and student satisfaction with a blended project-based learning course

[Conference proceedings](https://vbn.aau.dk/en/publications/transforming-pbl-through-hybrid-learning-models-timely-challenges)