IMPROVING RETENTION AND SOFT SKILLS THROUGH PROJECT-BASED LEARNING: A PROPOSAL OF THE COLLEGE OF ENGINEERING AND THE CENTER FOR INNOVATION IN EDUCATION AT UNIVERSIDAD PANAMERICANA

2018 ◽  
Author(s):  
María del Carmen García-Higuera ◽  
Isabel Joaquína Niembro-García ◽  
Armando Alemán-Juárez
Keyword(s):  
Soft Skills ◽  
Project Based Learning ◽  
Innovation In Education ◽  
College Of Engineering

scholarly journals Melatih Keterampilan Berpikir Kreatif melalui Pembelajaran Berbasis Proyek dalam Mempersiapkan Tenaga Kerja untuk Menghadapi Kompetisi Global

2019 ◽  
Vol 3 (2) ◽  
pp. 39-44
Author(s):  
Muhammad Munib
Keyword(s):  
Education System ◽  
Creative Thinking ◽  
Soft Skills ◽  
Thinking Skills ◽  
Project Based Learning ◽  
Technology Literacy ◽  
Educational Institutions ◽  
Skilled Workers ◽  
The Future ◽  
High Level

Often we find the fact that skills gaps begin with the basic idea that many jobs exist, but skilled workers do not. The relationship exists between labor readiness, business and industrial development, and educational institutions have been around for a long time. However, this relationship cannot refute the fact that prospective employees are not ready to enter the workplace in the future. The Law of the Republic of Indonesia concerning the national education system addresses the importance of training in creative thinking skills by stating that the education system must develop the potential of students to be religious, respectful, well-educated, and competent in thinking creatively, independently, democratically, and responsibly. While empirical studies show that Indonesian students have unsatisfactory creative thinking skills. This study aims to describe how to train Creative Thinking Skills through project-based learning in preparing the Workforce to face global competition. From the results of the discussion it was concluded: 1) The government needs to be more serious in entering tertiary education and setting targets for maximum workforce readiness. 2) Educational institutions in their learning activities need to improve their mastery of high-level thinking skills in determining their educational success by improving high-level cognitive functions (metacognition, metamemory and metacomprehension, or assessing the truth of one's own memories; solving problems, or taking appropriate steps when dealing with unknown things, and think critically, or evaluate the quality of ideas). 3) For most educators today who are well connected and driven by technology, the mastery of technology literacy in education is still lacking, therefore mastery of technology literacy needs to be improved at the level of the teachers in this country. 4) Potential to integrate Project Based Learning (PBL) in the classroom to improve students' soft skills which in turn will ensure greater results for them in the future. To achieve that, their soft skills need to be improved by using the PBL approach. This approach is relevant to the concept of 21st century learning, especially in education.

THE ROLE OF PROJECT BASED LEARNING IN DEVELOPING STUDENTS’ SOFT SKILLS

2021 ◽  
Author(s):  
Nilufar Karimova
Keyword(s):  
Labor Market ◽  
Soft Skills ◽  
Language Teaching ◽  
Project Based Learning

The article discusses the role of project-based language teaching in the development of soft skills, which is one of the main requirements of today's labor market for future professionals. The author reveals the potential of specific features of project-based learning in the development of soft skills.

scholarly journals Combining Project Based Learning and Cooperative Learning Strategies in a Geotechnical Engineering Course

2021 ◽  
Vol 11 (9) ◽  
pp. 467
Author(s):  
Francisco Javier Torrijo ◽  
Julio Garzón-Roca ◽  
Guillermo Cobos ◽  
Miguel Ángel Eguibar
Keyword(s):  
Cooperative Learning ◽  
Learning Strategies ◽  
Soft Skills ◽  
Project Based Learning ◽  
Team Working ◽  
Term Retention ◽  
Long Term Retention ◽  
Performance Results ◽  
Direct Feedback

This paper presents the implementation of a learning methodology following a student-centred approach. The methodology is based on the use of project based and cooperative learning and mainly consists of commissioning students to prepare a presentation on a topic of their subject. Students work in groups, and later must deliver a real lecture to their colleagues. The proposed methodology was applied across 7 years and its implementation was monitored via day-to-day observations, annual surveys, the gathering of direct feedback as well as by analysing the students’ academic performance. Results show the ability of the proposed learning methodology to enhance motivation and engagement of students, facilitate the improvement of four soft skills (team-working, practical thinking, effective communication and critical thinking), eliminate absenteeism and facilitate long-term retention of the knowledge and skills acquired in a subject.

scholarly journals The Development of Mathematics and Soft Skills at the Graduate Level through Project- Based Learning in Times of COVID-19

TEM Journal ◽  
2021 ◽  
pp. 1638-1644
Author(s):  
Edgar O. Cardoso-Espinosa ◽  
Jésica A. Cortés-Ruiz ◽  
Ma. Elena Zepeda-Hurtado
Keyword(s):  
Decision Making ◽  
Graduate Students ◽  
Time Management ◽  
Soft Skills ◽  
Collaborative Work ◽  
Self Regulation ◽  
Quantitative Model ◽  
Project Based Learning ◽  
Quantitative Methodology ◽  
Mathematical Terminology

The objective of the research was to analyse the development of mathematical competences and soft skills in graduate students through the implementation of the Project-Based Learning methodology in times of COVID-19. The type of study used was a quantitative methodology with a descriptive scope. The instrument used to obtain the information was a questionnaire based on a five-point Likert scale. The main results were that the participants developed the mathematical competences of using mathematical terminology, formulating and estimating the quantitative model. The soft skills developed were time management, collaborative work, self-regulation and decision-making.

scholarly journals Developing Soft Skills through Project-Based Learning in Technical and Vocational Institutions

2019 ◽  
Vol 8 (3) ◽  
pp. 5872-5877
Keyword(s):  
Teaching And Learning ◽  
Discriminant Validity ◽  
Soft Skills ◽  
Project Based Learning ◽  
Employability Skills ◽  
Distributed Data ◽  
Problem Solving Skills ◽  
Technical Students ◽  
Vocational Colleges ◽  
Normally Distributed

Soft skills have become critical in the preparation of employable graduates. The education system must, therefore, aim to ensure quality training for the production of employable graduates. Soft skills are personal abilities that one retains and can adequately be nurtured through active participation of students in the teaching and learning process. It is validated by researchers that the prevalent employability skills deficiencies have been one of the main causes of unemployment globally. Consequently, soft skills have all the potentials for equipping graduates with adequate employability skills. Thus, this study investigated the effect of project-based learning on the development of soft skills among technical students at technical and vocational colleges, Kaduna State, Nigeria Smart PLS software was used to test the developed model. As the sample size for this study was relatively small, the researchers were not certain to have normally distributed data. Subsequently, Smart PLS is appropriate for non-normally distributed data and therefore, it was used to simultaneously evaluate the measurement model, structural models and to confirm the convergent and discriminant validity of the measure. The study revealed that collaborative skills construct have a significant positive relationship with soft skills of technical students at technical and vocational colleges, while communication skills, initiative skills, and problem-solving skills have a positive insignificant relationship with soft skills of technical students at technical and vocational colleges. The findings of this study suggest that the curriculum of technical programs in Nigerian technical colleges need to be reviewed and geared more towards activity-based teaching and learning to enable technical students effectively develop soft skills for employment.

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 Project Based Learning e Design Thinking em um projeto de intercâmbio

2021 ◽  
pp. 1791-1806
Author(s):  
José Pinheiro Queiroz-Neto ◽  
Marcella Sarah Filgueiras de Farias ◽  
Emanuelle Lorena Teixeira Chagas
Keyword(s):  
Design Thinking ◽  
Soft Skills ◽  
Project Based Learning

Este artigo apresenta a integração de duas metodologias que visam o desenvolvimento das Soft Skills, integrando a metodologia de Aprendizagem Baseada em Projeto (Project Based Learning – PBL) a um método prático para a integração de habilidades e mentalidade inovadora no desenvolvimento de soluções, conhecido por Design Thinking - DT. Esta integração se deu no âmbito de um projeto de intercâmbio internacional com equipes formadas por alunos de países diferentes, oriundos de cursos diversos, com outros idiomas, cultura e base de conhecimento, desenvolvido ao longo de dez semanas. Levar aos alunos a formação em Soft Skills nesta multiplicidade se tornou um desafio ainda maior por ter ocorrido em um período de pandemia. Os resultados da integração PBL-DT demonstram o grande potencial destes métodos utilizados de maneira integrada, e atingiu aos objetivos do projeto.

scholarly journals The development soft skills and communication in English in engineering students

2021 ◽  
Vol 8 ◽  
pp. 115-136
Author(s):  
Mercedes Querol Julián ◽  
Javier Díez Ramírez
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Time Management ◽  
Science Communication ◽  
Flipped Classroom ◽  
Engineering Students ◽  
Soft Skills ◽  
Project Based Learning ◽  
Language Of Science ◽  
Globalized World

Mastering English is a must for all engineers in the current globalized world where English is the language of science, communication and business. In an engineering syllabus, however, in addition to technical skills and English proficiency, the development of other competences also needs to be considered. To adequately equip engineering students for their careers, we also have to promote the development of soft skills such as communication, problem-solving, teamwork, time-management or leadership, among others. ICLHE (Integrating Content and Language in Higher Education), which is itself evocative of CLIL (Content and Language Integrated Learning) approach extensively used in other educational levels, appears as an alternative to integrate language learning in non-language subject curriculums in higher education and to develop soft skills. This paper makes a literature review to find out the main aspects that engineering instructors should consider to properly implement ICLHE to enhance learners’ development of soft-skills through the active methodologies of Project-Based Learning and Flipped Classroom. In the last part of the study, a 10-step guideline is proposed, which will help teachers to integrate these active methodologies in an ICLHE engineering subject.

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