Ten Years of Positive Feedback on Project-Based Learning From First-Year Engineering Students’ Perspective

2020 ◽  
Author(s):  
Anabela C. Alves ◽  
Francisco Moreira ◽  
Celina P. Leão ◽  
Sandra Fernandes
Keyword(s):  
Continuous Improvement ◽  
Engineering Students ◽  
Evaluation Process ◽  
Project Based Learning ◽  
First Year ◽  
Case Scenario ◽  
Student Centered ◽  
Student Centered Learning ◽  
Continuous Improvement Process ◽  
On Line

Abstract Project-Based Learning (PBL) is an active student-centered learning methodology. Several schools (of varying degrees of education) have implemented, in different ways, PBL, having as common strands that the student learns in teams, and being challenged in the context of a case-scenario. In Portugal, a PBL methodology has been implemented, in the first year of an Industrial Engineering and Management (IEM) program, for more than 15 years. This represents a total number above 700 students of IEM enrolled in PBL during the reported timeframe. A continuous improvement process of the PBL activities was relentlessly pursued during such period. Grounded on end-of-term on-line PBL process satisfaction questionnaires, as well as on results of each PBL edition final workshops, this paper studies and reports on a number of such achievements and shortcomings. Thus, this paper presents the analysis of the results of ten academic years of PBL evaluation process, grounded on the compiled results obtained from 2009/10 to 2019/20. Also, a synthesis of the effective findings (either positive or negative), systematically pointed out by the students, will be presented. Altogether, the PBL implementation in the IEM program has been very positive for students and teachers and worth for others to follow.

scholarly journals Meta Analisis Pengaruh Integrasi Pendidikan STEM dalam Model Project Based Learning Terhadap Hasil Belajar Siswa

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Nurul Izzah ◽  
Venny Mulyana
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Stem Education ◽  
Meta Analysis ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Project Based Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
And Mathematics

Education is essentially an activity carried out by students which results in changes in themselves. This principle implies that what must be prioritized is the learning activities of students instead of something that is given to students. STEM-based learning (Science, Technology, Engineering, and Mathematics) can train students to apply their knowledge to create designs as a form of solving environmental problems by utilizing technology. The learning model recommended for use in the 2013 curriculum is a student-centered learning model, one of which is the Project Based Learning model. This study will analyze how much influence STEM education with the PjBL model has on student learning outcomes. This study uses a meta-analysis method. determined via the Effect Size (ES). Research data were obtained from 25 national and international journals. The meta-analysis study is based on three categories, namely education level, subjects and student learning outcomes. The results showed that; first, the influence of the PjBL model of STEM education based on the level of education is most effective in SMP. ES value = 1.89 and categorized as high. Second, based on the type of subject, the most effective influence of the PjBL model of STEM education is Mathematics. ES value = 3,7 and categorized as high. Third, based on student learning outcomes, the influence of the PjBL model of STEM education is the most effective in the aspect of skills. ES value = 1.68 and categorized as high.

scholarly journals Education 4.0: Robotics Projects to Encourage 21st Century Skills

RENOTE ◽  
2021 ◽  
Vol 18 (2) ◽  
pp. 450-459
Author(s):  
Deivid Eive dos S. Silva ◽  
Aline De Oliveira Sousa ◽  
Marcela R. Oliveira ◽  
Marialina Corrêa Sobrinho ◽  
Eduardo Todt ◽  
...  
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Mobile Robotics ◽  
Project Based Learning ◽  
Self Assessment ◽  
Student Centered ◽  
Student Centered Learning ◽  
Grounded Theory Method ◽  
Creativity And Innovation

Education 4.0 is defined as a student-centered learning model that prepares young for the challenges of the 21st Century, how to deal with emerging technological resources and processes. This case study aimed to encourage 21st Century skills and competencies seen as relevant to Education 4.0, such as teamwork, communication, autonomy, creativity, and innovation. In this study, we analyzed the feedbacks collected to identify which skills were encouraged in undergraduate and graduate students during one semester of the Mobile Robotics discipline, using Project-Based Learning (PBL). Students carried out projects and answered a self-assessment questionnaire about their skills. The qualitative analysis of the case study followed the procedures of the Grounded Theory method. The results indicated that learning based on robotics projects could encourage teamwork, communication, and organization skills.

Project-Based Learning for First-Year Engineering Students: Design of CO2 Sequestration

2011 ◽  
Vol 17 (2) ◽  
pp. 101-118 ◽  
Author(s):  
P R Neal ◽  
M Ho ◽  
G Fimbres-Weihs ◽  
F Hussain ◽  
Y Cinar
Keyword(s):  
Co2 Sequestration ◽  
Engineering Students ◽  
Project Based Learning ◽  
First Year

Emerging Technologies

2017 ◽  
Vol 9 (2) ◽  
pp. 1-19
Author(s):  
Victoria M. Cardullo ◽  
Nance S. Wilson ◽  
Vassiliki I. Zygouris-Coe
Keyword(s):  
Active Learning ◽  
Emerging Technologies ◽  
Project Based Learning ◽  
Educational Design ◽  
Student Centered ◽  
Student Centered Learning ◽  
Pedagogical Content ◽  
Knowledge Framework ◽  
Flipped Classrooms ◽  
Blooms Taxonomy

Emerging technologies enhance student learning through the explicit intentional educational design such as Active Learning Classrooms, Flipped Classrooms, Problem Based Learning, and Project Based Learning to empower students. Throughout this article, we will describe several emerging technologies that support learning for the 21st century using student-centered learning models. By means of vignettes, we model how a Metacognitive Technological Pedagogical Content Knowledge Framework (M-TPACK) supports the use of emerging technologies for active learning (Wilson, Zygouris-Coe, Cardullo, & Fong, 2013). Throughout all of the vignettes, we draw connections to the various emerging technologies and the level of integration using both Blooms Taxonomy (Bloom et al., 1956) and the SAMR Model: Substitution, Augmentation, Modification, and Redefinition (Puentedura, 2006).

Physiology teaching and learning experience in a new modular curriculum at the National University of Rwanda

2010 ◽  
Vol 34 (1) ◽  
pp. 11-14 ◽  
Author(s):  
Jean Bosco Gahutu
Keyword(s):  
Learning Style ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Internet Access ◽  
First Year ◽  
Student Centered ◽  
Student Centered Learning ◽  
Material Resources ◽  
National University ◽  
Contact Hours

In the present article, I report on my experience in teaching and learning physiology in the first year of a new modular curriculum at the Faculty of Medicine of the National University of Rwanda. With self-reported questionnaires, I collected learning experience perceptions from 112 students who attended the module of physiology in 2008. The results showed satisfaction with active learning methods but complaints about the limited contact hours allocated to classroom lectures and practical classes. Student-centered learning was handicapped by the limited computer and internet access for students and by the limited number of textbooks in the library. In conclusion, the new teaching and learning style was appreciated by the students, but problems related to limited human and material resources need to be solved.

scholarly journals The Impact of Flipped Project-Based Learning on Self-Regulation in Higher Education

2020 ◽  
Vol 15 (17) ◽  
pp. 127
Author(s):  
Mohamed Yassine Zarouk ◽  
Eugénio Olivera ◽  
Paula Peres ◽  
Mohamed Khaldi
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Self Regulation ◽  
Project Based Learning ◽  
Learning Skills ◽  
Student Centered ◽  
Student Centered Learning ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
The Impact

Student-centered learning approaches such as project-based learning and flipped classroom stress the active role of the learner by applying knowledge rather than absorbing knowledge, and preparing higher education students for professional development. Student-centered learning environments are more effective when students regulate their learning and learn autonomously. There-fore, the purpose of this study is to examine the impact of a proposed ap-proach of flipped project-based learning on various facets of students' self-regulated learning, including motivational beliefs and learning strategies in higher education. A flipped project-based learning environment was designed and developed to improve students’ self-regulated learning skills. In this regard, multiple case studies were conducted according to a pretest-posttest quasi-experiment design to investigate the effectiveness of the proposed approach by four groups of students from different disciplines. The study employed a mixed-method research approach for data collection. Overall, the results re-vealed that the flipped project-based learning approach significantly enhanced students’ self-regulated learning skills. It was found that the approach fostered the students’ self-regulation performance among different groups across dif-ferent disciplines and levels. Moreover, participants also claimed that the approach was useful and ef-fective. The findings indicated that students who actively engaged within flipped PBL activities demonstrated increases in cognitive and metacognitive functioning both individually and collaboratively. This study contributes to an advance in the understanding of how the development of SRL can be inte-grated into a flipped project-based learning environment in higher education.

scholarly journals Efektivitas Model Project-Based Learning Terintegrasi STEM (PjBL-STEM) terhadap Keterampilan Berpikir Kreatif Siswa Kelas X

2020 ◽  
Vol 5 (9) ◽  
pp. 1284
Author(s):  
Jimmi Andrew Mamahit ◽  
Duran Corebima Aloysius ◽  
Hadi Suwono
Keyword(s):  
Data Analysis ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Project Based Learning ◽  
Stem Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Model Project ◽  
Quasi Experimental ◽  
New Ideas

<div align="center"><table width="645" border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="439"><p><strong>Abstract:</strong> Creative thinking skills are individual skills in using their thinking processes to generate new ideas. Creative thinking skills make students active in learning, able to express opinions, and process information easily. Creative thinking skills also enhance collaborative learning in which student-centered learning activities. One of the learning models that can be used is the STEM integrated Project Based Learning (PjBL-STEM) learning model. The research was conducted to determine the success of the PjBL-STEM model on students' creative thinking skills. This research was conducted in class X IPA SMAN 5 Malang with this type of research in the form of a quasi-experimental research. The data analysis was in the form of a single anacova analysis. Based on the results of research data analysis, the PjBL-STEM model is effective against creative thinking skills in the experimental class compared to the control class.</p><p class="Abstract"><strong>Abstrak:</strong> Keterampilan berpikir kreatif merupakan keterampilan individu dalam menggunakan proses berpikirnya untuk menghasilkan gagasan yang baru. Keterampilan berpikir kreatif membuat siswa aktif belajar, mampu mengemukakan pendapat, dan mengolah informasi dengan mudah. Keterampilan berpikir kreatif juga meningkatkan pembelajaran kolaboratif yang kegiatan belajarnya berpusat pada siswa. Salah satu model pembelajaran yang dapat digunakan adalah model pembelajaran <em>Project Based Learning</em> terintegrasi STEM (PjBL-STEM). Penelitian yang dilakukan untuk mengetahui keberhasilan dari model PjBL-STEM terhadap keterampilan berpikir kreatif siswa. Penelitian ini dilaksanakan di kelas X IPA SMAN 5 Malang dengan jenis penelitian ini berupa penelitian kuasi percobaan. Analisis data berupa analisis anakova tunggal. Berdasarkan hasil analisis data penelitian yang diperoleh model PjBL-STEM efektif terhadap keterampilan berpikir kreatif pada kelas eksperimen dibandingkan pada kelas kontrol.</p></td></tr></tbody></table></div>

scholarly journals IMPLEMENTASI PAIKEM PENGARUHNYA TERHADAP KOMPETENSI, KUALITAS, EFISIENSI DAN EFEKTIVITAS PEMBELAJARAN

2019 ◽  
Vol 17 (2) ◽  
pp. 312
Author(s):  
Indrayati Indrayati
Keyword(s):  
Cooperative Learning ◽  
Project Based Learning ◽  
Learning Effectiveness ◽  
Student Centered ◽  
Student Centered Learning ◽  
Effective Learning ◽  
Learning Efficiency ◽  
Creative Learning ◽  
Class Room ◽  
Learning Competence

The research aimed at developing and implementing the PAIKEM method with Student centered learning, Project Based Learningand cooperative learning, effective learning, fun Learningso the learning in the accounting department  able to produce high quality human resources so able to compete  in the global  or international market. The research method was quantitative with data collection by using interview, questionnaire, documentation, triangulation from class room action  research.  Analysis method done with Manova to know the influence of the Paikem method implementation toward competence, quality, efficiency, and effectiveness of learning. The results showed that student centered learning, cooperative learning, fun learning influence insignificantly toward learning competence, while project based learning, creative learning, effective learning influence significantly toward learning competence.  Then student centered learning, cooperative learning, fun learning influence insignificantly toward learning quality, while project based learning, creative learning, effective learning influence significantly to the learning quality.  Then student centered learning, creative learning influence insignificantly toward the learning efficiency, while project based learning, cooperative learning, effective learning influence significantly toward learning efficiency. Toward learning efficiency.  Then student centered learning,  creative learning, effective learning influence insignificantly toward learning effectiveness, while project based learning, cooperative learning, fun learning influence significantly toward learning effectiveness.

scholarly journals INTERNATIONAL FIELD SCHOOL FOR FIRST-YEAR ENGINEERING STUDENTS

2020 ◽  
Author(s):  
Brian Dick ◽  
Thai Son Nguyen ◽  
Mackenzie Sillem
Keyword(s):  
Engineering Students ◽  
Student Response ◽  
First Year ◽  
Barriers To Learning ◽  
Intercultural Effectiveness ◽  
Early Introduction ◽  
Field School ◽  
International Projects ◽  
On Line ◽  
Field Schools

Engineering graduates increasingly find that they are part of teams that draw a multi-disciplinary membership across a broad range of cultural, socio-economic, and linguistic backgrounds. Although engineering students often have the opportunity to participate in international projects (e.g. co-operative education programs, study abroad), formal international field schools are not typical within engineering curricula, particularly at the first- and second-year level. To provide an early introduction to intercultural perspectives, first-year engineering students at Vancouver Island University (VIU) participated in a field school at Tra Vinh University (TVU) in Tra Vinh Province, Vietnam over a period of three weeks. This field school consisted of a number of cultural and engineering activities, and involved pairing of students at both TVU and VIU for the duration of the experience. To measure student response during the field school, participating VIU students completed the on-line Intercultural Effectiveness Scale questionnaire pre- and post-experience. Students at both institutions also completed reflection exercises throughout the three-week period. This feedback suggested each student pairing continuously developed skills necessary to overcome linguistic, cultural, and technical barriers to learning and growing over their time together. Students described an enhanced understanding of self, and an increased likelihood to further participate in intercultural experiences. 

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