Case Study: Using Project Based Learning to Develop Parallel Programing and Soft Skills

2019 ◽  
Author(s):  
Awad A Younis ◽  
Rajshekhar Sunderraman ◽  
Mike Metzler ◽  
Anu G. Bourgeois
Keyword(s):  
Soft Skills ◽  
Project Based Learning

scholarly journals Students’ perceptions of the project based on the potential of their region: A Project-based learning implementation

2021 ◽  
Vol 11 (2) ◽  
pp. 295
Author(s):  
Syahril Syahril ◽  
Rahmat Azis Nabawi ◽  
Dian Safitri
Keyword(s):  
Mixed Method ◽  
Interpersonal Skills ◽  
Engineering Students ◽  
Soft Skills ◽  
Project Based Learning ◽  
Skills Acquisition ◽  
Ability To Work ◽  
Management Communication ◽  
Method Approach

Developing engineering students whose ability to work and make a real contribution to the development of technology can be done not only after they have graduated from college but also when they are still in college. One of the strategies is by implementing project-based learning with the project based on the potential of the student's region. This study aims to reveal students’ perceptions of learning and soft skills acquisition toward the implementation of the strategy to answer whether the project is effective to implement. This study was conducted on fifty-one Indonesian college students who took Mechanical Drawing course. It belongs to a one-shot case study with mixed-method approach. The result shows that the project based on the potential of the student’s region is effective to raise their perception of motivation, interest, real-world, very beneficial, learning more lecture and enjoyable so that they learn more actively and provide more time to study. It also develops students’ soft skills, including teamwork, project management, communication, and interpersonal skills. The results may have pedagogical implications in improving learning quality in Mechanical Drawing course by enriching project references used in implementing project-based learning. Furthermore, the project given can be a solution in developing the potential of the students’ regions.

scholarly journals Erasmus+ Virtual Exchange for internationalisation in besieged areas: a case study of the Islamic University of Gaza

2020 ◽  
pp. 167-178
Author(s):  
Amani Al Mqadma ◽  
Ahmed Al Karriri
Keyword(s):  
Soft Skills ◽  
Project Based Learning ◽  
The Body ◽  
Cultural Communication ◽  
Cross Cultural Communication ◽  
Depth Study ◽  
Academic Competencies ◽  
The University

The Islamic University of Gaza (IUG) has participated in the Erasmus+ Virtual Exchange (E+VE) programme since the beginning of 2019. The international relations office, the body responsible for managing the programme at IUG, noticed that there was a positive change in participants’ knowledge and perceptions about VE and its role in enhancing their academic competencies and soft skills during the spring and autumn 2019 terms. As a result, IUG conducted an in-depth study to explore the role of a VE programme at the university in enhancing the students’ cultural understanding, cross-cultural communication, and collaboration while engaging in project based learning.

Enhancing Engineering Education Learning Outcomes Using Project-Based Learning

2011 ◽  
Vol 1 (2) ◽  
pp. 23-34 ◽  
Author(s):  
Mousumi Debnath ◽  
Mukeshwar Pandey
Keyword(s):  
Learning Outcomes ◽  
Practical Knowledge ◽  
Soft Skills ◽  
Project Based Learning ◽  
High Rate ◽  
Basic Knowledge ◽  
Research Centre ◽  
Pedagogical Innovation ◽  
Knowledge And Skills

This paper presents a case study of how project-based learning (PBL) can be seen as a pedagogical innovation for Jaipur Engineering College and Research Centre, Jaipur, India (JECRC) for better recruitment drives for on-campus recruitments. The practical knowledge of engineering, basic knowledge of engineering design, soft skills or personal competences can be correlated with the academic performance and recruitment status. Project based learning (PBL) is a learner-centric pedagogy where the learner is expected to take responsibility for his or her own learning. PBL uses in-depth and rigorous classroom projects to facilitate learning and assess student competence. Students have projects as a compulsory course in their curriculum in the final semester of engineering. The challenge to acquire knowledge and skills during their project gives a student an opportunity to develop their weaker skills and enhance their practical knowledge of engineering. This study has been successful in helping students acquire a high rate of actual skill and technical learning. The learning outcomes of the PBL-course can be correlated with their success in recruitment and academic performances.

Soft Skills among Students: A Case Study of UiTM Cawangan Kelantan

2019 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
Muhammad Faizal Samat ◽  
Norazlan Annual ◽  
Raznee Atisya Md Rashidi
Keyword(s):  
Problem Solving ◽  
Unemployment Rate ◽  
Significant Influence ◽  
Education System ◽  
Communication Skill ◽  
Soft Skills ◽  
Team Building ◽  
Leadership Skill ◽  
Quality In Education

This article contributes to ongoing debates about soft skills among students. In 2017, the unemployment rate in Malaysia was at 3.42 percent as compared to 2.85 percent in 2014. Education system must aim towards employability and ensure quality in education to reduce the percentage of unemployment. Thus, this study aims to investigate the development of soft skills among students through co-curriculum activities in UiTM Cawangan Kelantan. The sample were 113 students from UiTM Cawangan Kelantan. Questionnaires adapted from previous research to measure the communication skill, problem solving skill, team building skill, leadership skill and soft development of soft skills among students through co-curriculum activities. SEM-PLS 3.0 were employed in this study. The findings revealed only team building skill has significant influence on developments of soft skills among students through co-curriculum activities. However, the study indicates that communication skill, problem solving skill and leadership skill are not significant towards development of soft skills among students through cocurriculum activities.

Failure mode and effect analysis (FMEA) to improve collaborative project-based learning: Case study of a Study and Research Path in mechanical engineering

2021 ◽  
pp. 030641902199904
Author(s):  
Elena Bartolomé ◽  
Paula Benítez
Keyword(s):  
Active Learning ◽  
Failure Mode ◽  
Mechanical Engineering ◽  
Failure Modes ◽  
Collaborative Study ◽  
Project Based Learning ◽  
Educational Process ◽  
Effect Analysis ◽  
Questions And Answers

Failure Mode and Effect Analysis (FMEA) is a powerful quality tool, widely used in industry, for the identification of failure modes, their effects and causes. In this work, we investigated the utility of FMEA in the education field to improve active learning processes. In our case study, the FMEA principles were adapted to assess the risk of failures in a Mechanical Engineering course on “Theory of Machines and Mechanisms” conducted through a project-based, collaborative “Study and Research Path (SRP)” methodology. The SRP is an active learning instruction format which is initiated by a generating question that leads to a sequence of derived questions and answers, and combines moments of study and inquiry. By applying the FMEA, the teaching team was able to identify the most critical failures of the process, and implement corrective actions to improve the SRP in the subsequent year. Thus, our work shows that FMEA represents a simple tool of risk assesment which can serve to identify criticality in educational process, and improve the quality of active learning.

scholarly journals Project-Based Learning in a Transinstitutional Research Setting: Case Study on the Development of Sustainable Food Products

2019 ◽  
Vol 12 (1) ◽  
pp. 233 ◽  
Author(s):  
Hartmut Derler ◽  
Simon Berner ◽  
Daniela Grach ◽  
Alfred Posch ◽  
Ulrike Seebacher
Keyword(s):  
Secondary School ◽  
Food Products ◽  
Research Process ◽  
Project Based Learning ◽  
Sources Of Information ◽  
Research Setting ◽  
School Students ◽  
Sustainable Food ◽  
Problem Solving Skills

Project-based learning (PBL) has been thoroughly integrated in university sustainable development curricula, but has not been well-established in curricula used at pre-university educational levels. Integrating real-world settings into the teaching of secondary school students can help to promote problem-solving skills and competencies at younger ages, which is a crucial task in sustainability education. Therefore, in this article we describe the results of a case study on the development of sustainable food products that involved a university and two secondary schools in Austria. The methods used in this case study were drawn from the transdisciplinary case study (TCS) and the PBL literature. Data were collected by carrying out participatory research methods such as photovoice, focus group discussions, food diaries, student evaluations, and surveys. We divided the study design into three phases: (1) exploration, (2) product ideation, and (3) product prototyping and optimisation. The case study illustrates that the use of PBL research approaches by students at different levels of education provides promising results, if the research process is clearly structured and managed. When a demand for learning is encountered by students, secondary school teachers and university researchers must provide the students with additional sources of information. The establishment and management of a transinstitutional research setting is a promising, yet time-consuming endeavour.

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