scholarly journals Teaching Physics for Engineers using an Active Learning approach

2018 ◽  
Author(s):  
Rodrigo Cutri ◽  
Luiz Roberto Marim ◽  
José Roberto Cardoso
Keyword(s):  
Teaching And Learning ◽  
Engineering Students ◽  
Evaluation Process ◽  
Project Based Learning ◽  
The Past ◽  
Qualitative Survey ◽  
Survey Results ◽  
Institute Of Technology ◽  
Past Experiences ◽  
Teaching Physics

 Abstract – The teaching technique of project-based learning (PBL) has been part of the academic curriculum for sophomore Engineering students of Maua Institute of Technology since 2014. Such an approach, which required substantial changes in the teaching and learning methods, had a significant impact on students’ learning and motivation. Every year a new PBL project is proposed.As part of the evaluation process, reflecting on the past experiences and merits of the PBL experiences is very important. After presenting the overview of PBL in the context of teaching Physics, we discuss in this paper the merits of this approach by analyzing the quantitative and qualitative survey results of the last three PBL editions.  

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 The effect of using a project-based learning (PBL) approach to improve engineering students’ understanding of statistics

2019 ◽  
Vol 38 (3) ◽  
pp. 135-145
Author(s):  
Fionnuala Farrell ◽  
Michael Carr
Keyword(s):  
Differential Equations ◽  
Engineering Students ◽  
Mathematics Curriculum ◽  
Student Assessment ◽  
Course Evaluation ◽  
Project Based Learning ◽  
Learning Gains ◽  
Evaluation Tool ◽  
Engineering Mathematics ◽  
Institute Of Technology

Abstract Over the last number of years we have gradually been introducing a project based learning approach to the teaching of engineering mathematics in Dublin Institute of Technology. Several projects are now in existence for the teaching of both second-order differential equations and first order differential equations. We intend to incrementally extend this approach across more of the engineering mathematics curriculum. As part of this ongoing process, practical real-world projects in statistics were incorporated into a second year ordinary degree mathematics module. This paper provides an overview of these projects and their implementation. As a means to measure the success of this initiative, we used the SALG instrument to gain feedback from the students. The SALG online tool - Student Assessment of their Learning Gains - https://salgsite.net/; is a free course-evaluation tool that enables third-level educators to gather feedback specifically focused on what the students gained through the learning exercise they experience. It can be used to measure students’ learning gains. Pre-developed surveys are available which can be modified and are stored in a repository for ease of access. Results are anonymous and there is the ability to download comments and basic statistical analysis of responses. Feedback from the survey points to a large increase in understanding of the material coupled with an increase in confidence. In addition we outline some of the limitations of our initial implementation of this approach and what we hope to improve on for the next academic year.

scholarly journals Students’ evaluation of using Google Classroom in project-based learning in faculty of English, Hanoi National University of Education

2019 ◽  
Vol 3 (2) ◽  
pp. 40-44
Author(s):  
Giang Thi Kieu Nguyen ◽  
Huong Thi Dinh
Keyword(s):  
21St Century ◽  
Teaching And Learning ◽  
Project Based Learning ◽  
Traditional Classroom ◽  
Academic Environment ◽  
Advantages And Disadvantages ◽  
The Past ◽  
School Subjects ◽  
National University ◽  
Almost All

Traditional classroom has so far been a common place for learning almost all school subjects and courses of different fields. In language teaching and learning within the 21st century context, the use of Google Classroom is not new, so is the research on the benefits and barriers of this virtual academic place. Being used as a supportive device for teaching and learning in several subjects over the past semesters, “Google Classroom” has become a familiar term among English majors in the Faculty of English, Hanoi National University of Education. This proposed study will explore the applications of this virtual academic environment in project-based learning, focusing on investigating students’ perspectives on its advantages and disadvantages, as well as their expectations and suggestions for an optimal use.

Use of Mobile Technology at Montclair State University

2010 ◽  
pp. 292-308
Author(s):  
Patricia Kahn ◽  
Edward Chapel
Keyword(s):  
Learning Environment ◽  
Mobile Technology ◽  
High Speed ◽  
Teaching And Learning ◽  
State University ◽  
Innovative Teaching ◽  
Qualitative Survey ◽  
Technology Service ◽  
Rich Media ◽  
Survey Results

Educators strive to develop innovative teaching strategies to meet the expectations of digital natives that are accustomed to social networking environments. The Campus Connect project at Montclair State University, which began in the fall 2005 semester, provided an innovative mobile technology service, in order to meet these expectations. The program, which included a custom designed, high speed, rich media and GPS (location based services) capable cellular network as well as a rich array of cell phone based applications enabled students to customize their mobile phone for 24/7 access to the University’s teaching and learning, information, and administrative resources. This chapter will describe the growth and evolution of the Campus Connect program and the applications that were frequented by the student population on mobile technology through this innovative program. In addition, a description of how these applications enhanced the learning environment will be provided as well as the changes the program underwent in order to best suit the demands of the changing population of students. Quantitative and qualitative survey results are offered to describe the student’s reaction to using mobile technology in a learning environment as well as identify those applications that students utilized most often. Based on these results, recommendations for future iterations of the Campus Connect program will be provided, which can be used as a guide for administrators who may be contemplating comparable mobile technology programs at their institutions.

scholarly journals Engineering Students Learning Experience through a Unique Global Project-Based Learning

2021 ◽  
Vol 16 (15) ◽  
pp. 236
Author(s):  
Nurzal Effiyana Ghazali ◽  
Khairiyah Mohd. Yusof ◽  
Fatin Aliah Phang ◽  
Rashidah Arsat ◽  
Nur Azliza Ahmad ◽  
...  
Keyword(s):  
Engineering Students ◽  
Learning Experience ◽  
Project Based Learning ◽  
Engineering Industry ◽  
Problem Solving Skills ◽  
Educational Backgrounds ◽  
Institute Of Technology ◽  
Malaysian Students ◽  
Current Engineering ◽  
Global Project

Current students must prepare themselves with the necessary skills for employment in the engineering industry. In addition, students should prepare themselves to work globally. Along with the needs, Shibaura Institute of Technology introduces a program named global Project-Based Learning (gPBL). Malaysian students from different educational backgrounds joined this pro-gram to experience new skills. The program was participated by 34 students from Malaysia and Japan. Current engineering education is focusing on a course that can foster students’ creativity and critical thinking. Therefore, this study explores students’ experiences in gPBL and what student skills developed throughout the program. Students reported their experiences through the self-reflective journal. Then, thematic analysis was used to analyze the students’ self-reflective journals. The results show gPBL promotes thinking and problem-solving skills, encourages students to work with peers in other fields, and encourages students to adapt to a new culture.

Use of Mobile Technology at Montclair State University

2012 ◽  
pp. 1374-1389
Author(s):  
Patricia Kahn ◽  
Edward Chapel
Keyword(s):  
Learning Environment ◽  
Mobile Technology ◽  
High Speed ◽  
Teaching And Learning ◽  
State University ◽  
Innovative Teaching ◽  
Qualitative Survey ◽  
Technology Service ◽  
Rich Media ◽  
Survey Results

Educators strive to develop innovative teaching strategies to meet the expectations of digital natives that are accustomed to social networking environments. The Campus Connect project at Montclair State University, which began in the fall 2005 semester, provided an innovative mobile technology service, in order to meet these expectations. The program, which included a custom designed, high speed, rich media and GPS (location based services) capable cellular network as well as a rich array of cell phone based applications enabled students to customize their mobile phone for 24/7 access to the University’s teaching and learning, information, and administrative resources. This chapter will describe the growth and evolution of the Campus Connect program and the applications that were frequented by the student population on mobile technology through this innovative program. In addition, a description of how these applications enhanced the learning environment will be provided as well as the changes the program underwent in order to best suit the demands of the changing population of students. Quantitative and qualitative survey results are offered to describe the student’s reaction to using mobile technology in a learning environment as well as identify those applications that students utilized most often. Based on these results, recommendations for future iterations of the Campus Connect program will be provided, which can be used as a guide for administrators who may be contemplating comparable mobile technology programs at their institutions.

scholarly journals PROJECT-BASED LEARNING: A TEACHING APPROACH WHERE LEARNING COMES ALIVE

2022 ◽  
pp. 775
Author(s):  
Besa Bytyqi
Keyword(s):  
Direct Instruction ◽  
Learning Theory ◽  
Teaching And Learning ◽  
Social Activity ◽  
Project Based Learning ◽  
Teaching Approach ◽  
American Education ◽  
Behavioral Models ◽  
Past Experiences ◽  
Theory Research

 “Doing projects” is a long-standing tradition in American education. According to Buck Institute for Education (BIE) (www.pblworks.org) the roots of PBL lie in this tradition. But the emergence of a method of teaching and learning called Project Based Learning (PBL) is the result of two important developments over the last 25 years. First, there has been a revolution in learning theory. Research in neuroscience and psychology has extended cognitive and behavioral models of learning—which support traditional direct instruction—to show that knowledge, thinking, doing, and the contexts for learning are inextricably tied. We now know that learning is partly a social activity; it takes place within the context of culture, community, and past experiences.

Preparing Smart Students Through Performing Problem Based Learning Activities Within University-Industry Collaborative Knowledge Sharing Platform

2015 ◽  
Vol 1 (1) ◽  
pp. 81-86
Author(s):  
Lal Mohan Baral ◽  
Lucian Lobonţ ◽  
Bogdan Chiliban ◽  
Vlad Dorin
Keyword(s):  
Knowledge Sharing ◽  
Teaching And Learning ◽  
Project Based Learning ◽  
Faculty Members ◽  
Learning Approaches ◽  
University Environment ◽  
Industry Environment ◽  
Survey Results ◽  
Collaborative Knowledge ◽  
University Industry

AbstractDuring last few decades, different teaching and learning approaches have been proposed around the world aiming to enhance the student’s knowledge acquiring ability. The purpose of this paper is to explore a modified problem based and project based learning (PBL) approach, which helps to develop smart students through acquiring knowledge using various sources from University and Industry. In this research, a collaborative knowledge sharing platform has been developed within PBL activities through engaging the facilitators both from University and Industry. After practical application of proposed approach within textile engineering domain, the student’s knowledge acquiring ability has been assessed through conducting a survey. The Survey results revealed that the students have upgraded their knowledge level significantly through acquiring knowledge both from University environment with the help of faculty members and Industry environment with the help of technical experts. This article has pointed out the necessity of collaborative PBL activities within University and Industry for developing the knowledgeable and smart students in order for better performance in their future carrier.

Project-based learning in sanitary engineering - preliminary conclusions after three years' experience

2000 ◽  
Vol 41 (2) ◽  
pp. 75-81 ◽  
Author(s):  
W. Schilling ◽  
E. Hagen
Keyword(s):  
Group Work ◽  
Teaching And Learning ◽  
Engineering Students ◽  
Teaching Method ◽  
Project Based Learning ◽  
Higher Learning ◽  
Management Skills ◽  
Design Calculations ◽  
Basic Course ◽  
The University

The paper describes an ongoing study based on the mandatory “Sanitary Engineering Basic Course” that was taught for third year environmental engineering students at the University of Science and Technology in Trondheim, Norway (NTNU) in the spring semesters of 1997, 1998 and 1999. The focus is on teaching and learning methodology (i.e. traditional individual frontal lecture-based versus project-based in groups). Experience shows that project-based learning (PBL) is a suitable teaching method. PBL challenges the students to stay active throughout the semester and thus results in higher learning efficiency. Simultaneously, both students and teachers need to use more time. Technical skills (“design calculations”) were not improved, but students clearly developed project management skills (communication, organisation, group work, etc.).

scholarly journals Success Factors in Students’ Motivation with Project Based Learning: From Theory to Reality

2020 ◽  
Vol 16 (12) ◽  
pp. 4
Author(s):  
Sara Reis ◽  
Fátima Coelho ◽  
Luis Coelho
Keyword(s):  
Social Presence ◽  
Biomedical Engineering ◽  
Teaching And Learning ◽  
Success Factors ◽  
Engineering Students ◽  
Project Based Learning ◽  
Added Value ◽  
Special Effect ◽  
Study Case

<strong>One of the teacher’s first goals should be to inspire students to learn. Using project-based learning (PBL) to involve students in the learning process could be a useful and powerful tool to prepare the students for their professional future. As part of a degree course in Biomedical Engineering, students were asked to look at society and identify a possible biomedical-related failure or daily-life problem. From this, the students were challenged to work towards a solution, by preparing a project and creating a prototype or a minimum viable product. In this article we present the case study of a students’ team, whose project was candidate and winner of a national prize. This prize was related to health innovation. Despite the particularization of this case study case, the students considered the experience innovative, motivating, and challenging. They also underlined the added value of a project whose impact goes beyond the classroom. Therefore, this method of teaching and learning, based on projects, may have a special effect on the students and, therefore on the civil society. The PBL can help higher education institutions to have a more prominent social presence, as innovation drivers and as forces of intervention.</strong>

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