Contribution of Project-Based Learning on Social Skills Development

2022 ◽  
pp. 119-145
Author(s):  
Ariana Araujo ◽  
Heidi Manninen
Keyword(s):  
Social Skills ◽  
Engineering Students ◽  
Daily Life ◽  
Soft Skills ◽  
Learning By Doing ◽  
Project Based Learning ◽  
Point Of View ◽  
Professional Life ◽  
Skills Development ◽  
Engineering Degree

The scope of this chapter is to describe and share experiences of two industrial engineers that had practiced project-based learning (PBL) during their engineering degree. Currently, authors look backward with a different perspective related to PBL as they are working as industrial engineers in different areas for 10 years in a multinational environment. Such experiences provide to the students the opportunity of developing soft skills that would be difficult to obtain following a traditional expositive lecture, more focused on individual work. Several challenges and advantages of learning by doing with PBL prepare students and contribute for their professional life because this kind of learning is closer to the professional daily life. In this chapter, four main experiences faced by the authors as engineering students are reported. Furthermore, the importance of experience like that and its contribution for the professional life is explained from the authors' point of view.

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 The significance and role of various soft skills in professional life

2020 ◽  
Vol 8 (3) ◽  
pp. 028-031
Author(s):  
Vinay Kumar Pandey ◽  
Sarika Shukla
Keyword(s):  
Social Skills ◽  
Problem Solving ◽  
Interpersonal Communication ◽  
Soft Skills ◽  
Professional Life ◽  
Employability Skills ◽  
Educational Organizations ◽  
Job Opportunities

Soft skills are the new demand of HRs in all the corporate and educational organizations. As it includes the behavioral, interpersonal, communication, leadership, problem solving, managerial and other characteristics traits of personality. These are the skills which represents an organized and well-mannered reflection of human. Previously soft skills were found understood but now as population is increasing, it is decreasing the employability skills and so the job opportunities. People are busy in collecting degrees and experience certificates of various jobs and they have underestimated behavioral and social skills. Such skills have now become the most expected skills in each and every interview as well as in professional working. This paper will help professionals to understand the importance and significance of learning these soft skills.

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.

Students’ Awareness and Embracement of Soft Skills by Learning and Practicing Teamwork

10.28945/4650 ◽  
2020 ◽  
Vol 19 ◽  
pp. 185-201
Author(s):  
Noa Ragonis ◽  
Orit Hazzan ◽  
Gadi Har-Shai
Keyword(s):  
Data Analysis ◽  
Software Engineering ◽  
Computer Science ◽  
Engineering Students ◽  
Soft Skills ◽  
Project Based Learning ◽  
Future Research ◽  
University Graduates ◽  
Individual Level ◽  
The Individual

Aim/Purpose: This paper presents a study about changes in computer science and software engineering students’ perceptions of their soft skills during their progress through the Computer Science Soft Skills course. Background: Soft skills are often associated with a person’s social, emotional and cognitive capabilities. Soft skills are increasingly sought out and are well recognized by employers alongside standard qualifications. Therefore, high importance is attributed to soft skills in computer science and software engineering education. Methodology: Content analysis was applied to interpret, categorize and code statements from students’ course assignment answers. Data analysis was performed gradually at the three main stages of the course and by the two students’ study populations. Contribution: The paper highlights the variety of (a) soft skills that can be learnt in one course, both on the individual level and on the team level and (b) assignments that can be given to students to increase their awareness and motivation to practice and learn soft skills. Findings: Data analysis revealed the following: (a) five individual soft skills categories, with 95 skills, and five team-related soft skills categories, with 52 skills (in total, the students mentioned 147 soft skills); (b) course assignments and particularly team-based activities elicited student awareness of their individual soft skills, both as strengths and weaknesses; (c) students developed their reflection skills, particularly with respect to team-related soft skills; and (d) significant differences exist between the two groups of students in several categories. Recommendations for Practitioners: It is important to provide undergraduate students with opportunities to integrate soft skills during their training. Establishing a meaningful learning process, such as project-based learning, enables students to apply and develop soft skills when accompanied by reflective thought processes. Recommendation for Researchers: A similar course can be taught and be accompanied by similar analysis of students’ learning outcomes, to examine the influence of local culture on the characteristics of soft skills. Impact on Society: Increased awareness of soft skills in scientists and engineers’ undergraduate education. University graduates who will strengthen their variety of soft skills in their academic training process and will be more meaningful employees in the workplace and in society. Future Research: Our future research aims (a) to explore additional innovative ways to increase students’ learning processes, awareness and practices in relation to soft skills and (b) to research how students’ soft skills are developed during the entire undergraduate studies both on the individual level and the team level.

scholarly journals Productive Method as the Basis for Soft Skills Development in Engineering Foreign Language Education

2021 ◽  
Vol 11 (6) ◽  
pp. 276
Author(s):  
Olesya Dmitrievna Medvedeva ◽  
Anna Vladimirovna Rubtsova
Keyword(s):  
Foreign Language ◽  
Quantitative Methods ◽  
Engineering Students ◽  
High Efficiency ◽  
Soft Skills ◽  
Language Education ◽  
Foreign Language Education ◽  
Skills Development ◽  
Modern World ◽  
Productive Method

The modern world requires engineering specialists with excellent hard skills as well as soft skills that contribute to better communication, creativity, and self-realisation of a person. The authors discovered that modern educational standards are starting to focus on soft skills development, proposing requirements for educational programs that contain competencies covering soft skills. To fulfil such needs, there is the productive method of foreign language teaching that implies interactive technologies and masters foreign language communicative competence and soft skills at once. Therefore, the study aimed at developing a technology of soft skills development in engineering foreign language education using the productive method and checking its effectiveness. The authors designed a questionnaire and investigated engineering students’ opinions on a need to develop soft skills, which revealed high relevance of the topic, and the possibility of their development while studying a foreign language, which proved the productive method’s prospects. Based on findings received and literature analysed, we implemented case studies, problem-based learning, and essay writing in the technology and designed assessment criteria. Testing of the technology was performed by a pedagogical experiment, where qualitative and quantitative methods were applied. To critically analyse the results, we used Cronbach’s alpha, which revealed good reliability of the questionnaire, and t-test showed high efficiency of the technology that improved students’ soft skills.

scholarly journals Developing soft skills for sustainable development in environmental engineering students through foreign language learning

2021 ◽  
Vol 295 ◽  
pp. 05005
Author(s):  
Lyudmila Korolyova ◽  
Elena Voyakina ◽  
Laula Zherebayeva
Keyword(s):  
Sustainable Development ◽  
Foreign Language ◽  
Language Learning ◽  
Engineering Students ◽  
Soft Skills ◽  
Development Program ◽  
Foreign Language Learning ◽  
Point Of View ◽  
Willingness To Communicate ◽  
Environmental Engineering

The paper focuses on education for sustainable development (ESD) as an integral part of the sustainable development program with its main principles defined by UNESCO. The key competencies that must be developed in accordance with ESD are outlined. Learning a foreign language is considered from the point of view of its contribution to the process of attaining ESD goals in general and developing soft skills in environmental engineering students in particular that is closely connected with students’ willingness to communicate (WTC) and integrated with their expectations. The research is done on learners’ beliefs and expectations concerning studying a foreign language at the beginning of the academic year in order to choose the most appropriate teaching strategies for developing soft skills, WTC in L2 within the framework of ESD.

scholarly journals Group and individual evaluation in engineering project courses

2017 ◽  
Author(s):  
Calin Stoicoiu
Keyword(s):  
Group Work ◽  
Engineering Students ◽  
Individual Performance ◽  
Project Based Learning ◽  
Point Of View ◽  
Medium Size ◽  
Engineering Project ◽  
Problem Solving Skills ◽  
Group Members ◽  
The Individual

In engineering programs of study, students often work in small to medium size groups. In particular, programs designed on the project –based learning principle rely heavier on structured group work for projects and integrated courses. There are incontestable benefits surfacing from group work, particularly seen as the increase of critical thinking and problem solving skills and development of social interaction abilities.Challenges occur more often than expected with the assessment and evaluation of the individual performance and participation of each group member in contrast with the whole group results. The final result can be outstanding but it might realistically belong to only one or two group members. The result of the individual assessment must not only reflect accurately and fairly one’s effort but also fit properly in the whole group diversity landscape. Alternatively, group members may have valuable but rather inconspicuous contributions that might easily be undetected and go unrecognized.How to identify sooner rather than later the non-participating students within the group and correct the situation? Which is the best method of fair detection and praise for considerable contribution? The extraction of peer evaluation data and its incorporation in the overall group assessment, represents another often difficult or misinterpreted task. These are questions and challenges yet to be properly addressed. This paper provides a synopsis of existing evaluation techniques for engineering students working in groups, both from a psychological and academic point of view, including examples of current practices from existing project –based learning programs.

scholarly journals The Soft Skills of Millenial Generation Orientee Nurses

2020 ◽  
Vol 11 (1) ◽  
pp. 12
Author(s):  
Cicilia Nony Bratajaya ◽  
Ernawati Ernawati
Keyword(s):  
Qualitative Research ◽  
Social Skills ◽  
Health Workers ◽  
Soft Skills ◽  
Self Care ◽  
Point Of View ◽  
Inclusion Criteria ◽  
Soft Skill ◽  
Purposive Sampling ◽  
Personal Skills

Introduction: In doing their work, nurses often deal with other nurses, other health workers, patients, and patients' families. In addition, the job as a nurse in a hospital is related to the ability to be able to work together in teams. Therefore, a nurse is expected to have soft-skill attributes which, in this Millennial era, have different challenges from the previous era. Objective: The purpose of this study is to include soft-skills inherent in self-care nurses who have just connected the workforce from the point of view of senior nurses associated with them in the hospital. Method: Qualitative research involving 7 informants, namely senior nurses in the hospital, the informants were selected by purposive sampling based on inclusion criteria. Results: The results raised the theme of millennial nurses' soft-skills which are grouped into 3 groups of soft-skills, namely: (1) personal skills (personal skills), (2) social skills (social skills), (3) methodological skills (methodological skills), and the theme of soft-skill internalization. Discussion: Can reduce soft skills still need to be internalized for students since the time of education.

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