scholarly journals Enhancement of Learning Outcomes by Using Active Learning Technique for Engineering Graphics Course

2020 ◽  
pp. 23-25
Keyword(s):  
Active Learning ◽  
Learning Styles ◽  
Learning Outcomes ◽  
Engineering Students ◽  
Project Based Learning ◽  
Shop Floor ◽  
Learning Tools ◽  
Communication Tool ◽  
Actual Object ◽  
Engineering Graphics

This paper presents the implementation of Project Based Learning for diploma First year Mechanical Engineering students for Engineering Graphics course. Engineering Graphics course is an important basic communication tool of engineers. The concepts of graphical language are used in expressing the ideas, conveying the instructions, which are used in carrying out the jobs on the sites, shop floor. It is expected that the students should develop the idea of visualizing the actual object or part on the basis of drawings and blue prints. Traditional learning styles in classroom education are questionable and lacking in providing the necessary tools needed by the students to meet ever growing demands of industries. This paper aims to demonstrate improved student learning outcomes and increased student participation using active learning tools. The performance of the students of two consecutive batches is compared where for one batch this technique is not used and for other the technique is implemented. This consideration concludes that project-based learning is the best way to fulfil industry needs and it will facilitate students to innovatively and creatively transfer their knowledge to the real world situation.

scholarly journals Teaching Societal Leadership Through Design: Case Study of a Cohort-Based Social Innovation Engineering Leadership Program

2018 ◽  
Author(s):  
Albert Huynh ◽  
Mike Klassen
Keyword(s):  
Learning Outcomes ◽  
Teaching Methods ◽  
Engineering Students ◽  
Social Innovation ◽  
Project Based Learning ◽  
Self Reflection ◽  
Complex Projects ◽  
Design Case Study ◽  
Student Team

 Abstract – Engineering students are well equipped with a technical background to become agents of social change. This paper highlights a co-curricular social innovation program that aims to foster that potential through team-based project-based learning. Key teaching methods are described, such as how students establish a vision, scope complex projects, effectively build teams, and leverage failure and iteration for learning. The program faces challenges maintaining student engagement and getting them to fully embrace learning through failure, but has had significant success in fostering self-reflection. It has also been successful in creating a structure whereby personal and leadership learning happen alongside design and project-oriented learning. There is opportunity for the teaching methods and structure of this program to be applied to other contexts in an effort to improve student team learning outcomes and find ways to integrate leadership learning into core technical and design courses.

scholarly journals The Effect of Brain Based Learning Strategies and Project Based Learning on Mathematics Learning Outcomes in Students of the Kinesthetic Learning Style Group

2019 ◽  
Vol 8 (6S3) ◽  
pp. 373-377
Keyword(s):  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Style ◽  
Learning Strategy ◽  
Mathematics Learning ◽  
Project Based Learning ◽  
Kinesthetic Learning ◽  
Quasi Experimental ◽  
Brain Based Learning

Brain-based learning is a concept of strategy to create learning-oriented efforts to empower students' brain potential. Project-Based Learning is a learning strategy that utilizes projects or activities as a center of learning. The purpose of this study was to examine the effect of brain-based learning and project-based learning strategies on student mathematics learning outcomes, especially kinesthetic learning style groups. The quasi-experimental research method is post-test only design, retrieval of learning outcomes data with tests and learning styles using questionnaires and data analysis using ANOVA with t-Dunnet advanced tests. This study found that the mathematics learning outcomes of students who were taught using the Project-Based Learning strategy were higher than those taught by the Brain-Based Learning (BBL) learning strategy especially for students in kinesthetic learning styles. The suitability of investigative activities creates products in project-based learning with the characterization of students' kinesthetic learning styles which are characterized by always touching certain information objects can strengthen the memory of meaningful information and knowledge so as to improve the quality of learning outcomes.

Analysis of the Use of Social Network in the 21st Century Active Learning for Undergraduate Students Based on the Subject of Rapid Application Development

2018 ◽  
Vol 15 (03) ◽  
pp. 1850020
Author(s):  
Orawit Thinnukool
Keyword(s):  
Active Learning ◽  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Style ◽  
Undergraduate Students ◽  
Modern World ◽  
Application Development ◽  
Technology Generation ◽  
Rapid Application Development ◽  
The Subject

The correlation between learning styles in a classroom and suitable tools to facilitate learning directly affect learning outcomes Characteristics of students nowadays have been changed by the modern world of technology. Generation Z students have a different concept of what is interesting, challenging and satisfying which in turn, affects learning outcomes. Thus, to achieve a better learning outcome, a suitable learning style and tool to support learning are needed. This paper aims to research and test learning outcomes of students who studied the subject of rapid application development, which was a computational application development course. Two groups of students used two different learning styles: the active learning style and traditional style. The results show a statistical analysis, which was used to compare the learning outcomes and student’s satisfaction. The active learning style indicates that those students who used this had a higher level of effective learning than the students who studied traditionally. Regarding analysis, the learning outcomes and satisfaction of the two learning styles are discussed.

scholarly journals Development of Deeper Learning Cycle-Project Based Learning Model Based on Resource Sharing in Artificial Neural Network Courses

2020 ◽  
Vol 8 (5) ◽  
pp. 1698-1702
Keyword(s):  
Learning Outcomes ◽  
Resource Sharing ◽  
Goodness Of Fit ◽  
Project Based Learning ◽  
Learning Cycle ◽  
Learning Tools ◽  
Learning Abilities ◽  
Model Based ◽  
Confirmatory Factor ◽  
And Control

The aim of this study was to determine the development of Deeper Sharing Learning Cycle-PjBL model based on Resource Sharing in the application of information literacy to prepare the learning process and find out how students' learning abilities. Deeper Learning Cycle-PjBL Model based on Resource Sharing consists of Resource Sharing applications, model books, teaching module books, learning tools, the use of lecturer applications and the use of valid, practical and effective student applications. The method used in this research is the Borg and Gall research and development model with 10 stages which are then simplified into 5 stages of development. The validity of the model is analyzed using Aiken'V while the practicality of the practicality of the model is measured by the user. The effectiveness of the model is measured by using the model and measuring learning outcomes. Respondents were used in the experimental class and control class with 33 students and were analyzed by t-test. Research in the development of the model through scientific studies, and analysis is done by testing the Confirmatory Factor Analysis using the Lisrel application. The results of the construct test on the syntax after testing meet the criteria for goodness-of-fit-models with the value P.Value = 0.54750, while for the RSMEA value = 0.000, thus for the value of x 2 / df ≤ 2, thus the Deeper Learning Cycle-PjBL Model is based Resource Sharing is declared valid.

Improving Project-Based Learning Outcomes by Formative Assessment and Strategic Time Optimization

2016 ◽  
Author(s):  
Leo Stocco ◽  
Roberto Rosales ◽  
Ignacio Galiano ◽  
Andy Liu ◽  
David Feixo
Keyword(s):  
Formative Assessment ◽  
Learning Outcomes ◽  
Engineering Students ◽  
Electrical Engineering ◽  
Subjective Evaluation ◽  
Project Based Learning ◽  
Student Survey ◽  
Optimization Strategy ◽  
Time Optimization ◽  
The Impact

The 3rd year Electrical Engineering Design Studio (EEDS) course is a project-based learning (PBL) course that gives students hands-on experience with putting electrical engineering principles into practice. It is an electro-mechanical project which provides a particular challenge since electrical engineering students often lack mechanical design skills. It is found here that learning outcomes are improved by a 2-stage formative assessment and time optimization strategy that allows students to extract as much value as possible out of the limited time they have to devote to this exercise. It consists of an innovative assessment strategy that includes formal, informal and self-assessments, and an innovative budgeting, lecture scheduling, parts distribution, and order queueing system. The impact on efficiency is shown through an end-of-term student survey and a subjective evaluation of their work, in comparison to the previous year.

Effect of Type of Curriculum on Educational Outcomes and Motivation Among Marketing Students With Different Learning Styles

2011 ◽  
Vol 33 (3) ◽  
pp. 273-284 ◽  
Author(s):  
David S. Ackerman ◽  
Jing Hu
Keyword(s):  
Active Learning ◽  
Learning Styles ◽  
Learning Outcomes ◽  
Educational Outcomes ◽  
Learning Approach ◽  
Positive Outcomes ◽  
Teaching Activities ◽  
Student Autonomy ◽  
Passive Learning ◽  
Marketing Educators

Using an active learning approach to motivate students to learn has been advocated by many educators. It has been an ongoing discussion on whether marketing educators should customize their teaching activities based on the learning styles found in their classes recently. This study uses a scale of learning styles that includes a measure of the degree of student autonomy from the instructor. Results from an experiment of marketing students indicate that courses using an active learning approach consistently receive significant higher ratings on learning outcomes and motivation measures than those using a passive learning approach for autonomous learners, but that there are few benefits for students who are low in autonomy. This suggests that though active learning assignments are very effective, they will not necessarily lead to positive outcomes for all types of learners.

scholarly journals DEVELOPMENT OF LEARNING TOOLS PROJECT BASED LEARNING TO INCREASING THE BASIC SKILLS OF CATERING STUDENTS AT SMK 6 MAKASSAR

2020 ◽  
Vol 3 (2) ◽  
pp. 121-128
Author(s):  
Besse Qur’ani
Keyword(s):  
Research And Development ◽  
Learning Outcomes ◽  
Learning Process ◽  
Basic Skills ◽  
Project Based Learning ◽  
Development Model ◽  
Learning Tools ◽  
Plan Implementation ◽  
Psychomotor Learning ◽  
D Model

This study aims to develop learning tools based on Project Based Learning (PPA) in improving the basic skills of catering to students of SMKN 6 in Makassar. This type of research is the development of learning tools in the form of research and development (R/D). The tools developed include the Plan-Implementation-Learning (RPP), jobsheets, and student books. The development model used is a 4-D model with stages of define, design, develope, and dissemination. Based on the results of the analysis conducted, the development of learning tools with the PPA model is declared valid, practical, and effective so that it is feasible to use, so it is necessary to consider criteria that include; (1) the results of the validity of BJBL-based learning tools after being assessed and examined by experts produce valid categories for lesson plans and jobsheets, while for student books in the category are very valid (very good); (2) students' activities get classical completeness in the category of very valid (very good), whereas for cognitive, affective and psychomotor learning outcomes students are in the valid category; and (3) students' responses and management of learning in class categories are very valid. The suggestions put forward in this study are (1) to fellow teachers to use the PPA model as an alternative used in the learning process; (2) PES-based learning tools that have been developed after being made improvements and revisions can be trialled at several other schools based on the problem characteristics of each school

scholarly journals Efektivitas Model PjBL (Project-Based Learning) dalam Meningkatkan Hasil Belajar Kognitif Peserta Didik dengan Gaya Belajar Berbeda

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Fauzan Akbar ◽  
Arsad Bahri
Keyword(s):  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Style ◽  
Cognitive Learning ◽  
Project Based Learning ◽  
Control Group ◽  
Public High School ◽  
Control Group Design ◽  
Quasi Experimental ◽  
Cognitive Learning Outcomes

This research is a quasi-experimental study that aims to determine the effectiveness of the implementation of Project-based Learning (PjBL) in improving students' cognitive learning outcomes with different learning styles namely visual, audio and kinesthetic learning styles. The population of this study was all groups at X grade in Public High School 1 Bulukumba. Sample of the study was choosed by random sampling. Each learning model was represented by two groups as PjBL and Direct Instruction. The research sample used was group XI IPA 1, XI IPA 2, XI IPA 3, and XI IPA 4. The design of this study was pretest-posttest nonequivalent control group design factorial pattern 2 x 3. The research instrument consisted of essay tests to measure cognitive learning outcomes and students learning style questionnaire. The research data were analyzed using descriptive and inferential statistics with two-way analysis of covariate (ANCOVA). The results showed that PjBL and learning styles had an effect on students 'cognitive learning outcomes, while the interaction between learning models and learning styles did not affect students' cognitive learning outcomes. This shows that PjBL is effective in improving students' cognitive learning outcomes.Keywords: Project-based Learning, learning styles, cognitive learning outcomes, biology learning

scholarly journals PENILAIAN PORTOFOLIO BERBASIS GAYA BELAJAR SISWA DALAM MATA PELAJARAN BAHASA INDONESIA SEBAGAI IMPLEMENTASI PENILAIAN KURIKULUM 2013

2014 ◽  
Vol 14 (1) ◽  
pp. 121
Author(s):  
Wikanengsih Wikanengsih
Keyword(s):  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Support ◽  
Learning Tools ◽  
Review Of The Literature ◽  
Knowledge Based ◽  
Support Tools ◽  
Competency Based ◽  
The Government ◽  
Main Instrument

Curriculum 2013 has been implemented by the government at every level of school though gradually. This implementation requires educational practitioners particularly teachers to master a variety of learning support tools. This paper aims to examine and review the learning tools needed by a particular device for Curriculum 2013 assessment. Assessment as mandated by Curriculum 2013 is a competency-based assessment to measure attitudes, skills, and knowledge based on the process and learning outcomes. Incorporating an assessment of the process and learning outcomes, portfolio is the main instrument in the assessment. The portfolio that is commonly used nowadays has not addressed students’ characteristics and their learning styles. Review of the literature students’ learning styles-based protofolio including visual, auditory and kinesthetic styles

Interpersonal Variables and Their Impact on the Perceived Validity of Peer Assessment in Engineering PBL

2014 ◽  
Vol 3 (2) ◽  
pp. 1-11
Author(s):  
Mark Symes ◽  
Anna Carew ◽  
Dev Ranmuthugala
Keyword(s):  
Learning Outcomes ◽  
Student Perceptions ◽  
Engineering Students ◽  
Peer Assessment ◽  
Project Based Learning ◽  
Learning Activities ◽  
Assessment Practices ◽  
Undergraduate Engineering ◽  
Value Diversity ◽  
The Relationship

Intra-team peer assessments have become the norm for performance and attribute assessment in problem and project based learning activities. However, research on the effects of interpersonal variables on these assessment practices is limited. This study examined the relationship between interpersonal variables and student perceptions on the validity of peer assessment. In order to understand the relationship between social interaction and its effects on peer assessment, four interpersonal variables were identified in this study: psychological safety, value diversity, interdependence, and trust. Fifty five undergraduate engineering students working in teams of 5 to 6 participated in a survey after having completed their first formative peer assessment. Preliminary findings from this study and evidence from other studies support the view that interpersonal variables have the potential to affect peer assessment and influence the learning outcomes.

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