A Study on Project-Based Learning in a Boat Design and Building University Course

2013 ◽  
Vol 3 (3) ◽  
pp. 43-61 ◽  
Author(s):  
Wei-Yuan Dzan ◽  
Chih-Chao Chung ◽  
Shi-Jer Lou ◽  
Huei-Yin Tsai
Keyword(s):  
Undergraduate Students ◽  
Learning By Doing ◽  
Project Based Learning ◽  
Ocean Engineering ◽  
Interdisciplinary Project ◽  
Boat Building ◽  
Hands On ◽  
Hands On Learning ◽  
University Course ◽  
Building Engineering

The main purpose of this study was to develop interdisciplinary project-based learning and investigate the process and effectiveness of project-based learning involving undergraduate students in the Naval Architecture and Ocean Engineering in a college in Taiwan. The theme of this research project was “boat design and building.” This study used the revised PIPER (PIPER; Preparation / Implementation / Presentation / Evaluation / Revision) model to design the project activities and integrated the learning of the following three courses: “Operation and application of 3D boat mold design software,” “Boat building,” and “Boat parts design and building practices.” In teaching and research, the students carried out via the learning by doing and experimental courses, the final completion of the boat design and construction. This study selected a total of 97 students as the subjects and conducted text analysis, a questionnaire survey to collect data. The research results showed that project-based learning in combination with hands-on learning could guide students in completing the design and building of a real boat. This learning method provided students with brand-new experiences, enabled them to experience the pleasure of boat design, and effectively elicited a positive attitude toward boat-building engineering and learning effectiveness. Moreover, this study proposed suggestions for the project process that could inform future interdisciplinary project-based learning in colleges.

Pedagogical Creativity as a Means of Inclusion in Primary School

2022 ◽  
pp. 107-125
Author(s):  
Gaia Lombardi
Keyword(s):  
Flipped Classroom ◽  
Learning By Doing ◽  
Pedagogical Strategies ◽  
Face To Face ◽  
Online Tools ◽  
Hands On ◽  
Hands On Learning ◽  
Face To Face Learning ◽  
Learning As A Process

This chapter presents some creative pedagogical strategies used during the distance or remote learning period due to the COVID-19 pandemic from March to May 2020. The chapter explores the use of coding in a transdisciplinary way. Strategies for online tools and their specific use both in remote and in face-to-face learning are presented. The role of hands-on learning as a process of learning-by-doing and how to involve pupils using the methods of a flipped classroom are also presented. The chapter concludes with the importance of games to keep the class group united and cohesive in order to develop a healthy sense of competitiveness and collaboration among the pupils.

scholarly journals The Effect of Project-Based Learning on First-Year Undergraduate Students in English for Specific Purposes (ESP) Courses

2020 ◽  
Vol 10 (4) ◽  
pp. 227
Author(s):  
Aziza Kavlu
Keyword(s):  
Academic Achievement ◽  
Undergraduate Students ◽  
English Language ◽  
Teaching Method ◽  
Learning By Doing ◽  
Project Based Learning ◽  
English Language Teaching ◽  
English For Specific Purposes ◽  
Project Work ◽  
Efl Learners

Project-Based Learning is an approach that is significantly different from the conventional English Language Teaching method. PBL has been advocated as an effective instruction that promotes the simultaneous acquisition of language, content, and 21st-century skills to EFL (English as a foreign language) and ESL context. In this study researcher’s attempt is to integrate PBL (Project-Based Learning) approach, which incorporates authentic, learning by doing, problem-solving, critical thinking and team working skills with ESP (English for specific purposes) courses. The study aimed to investigate whether the PBL projects assist EFL learners in acquiring department related literature and information in the English language and the effect of project work on learners’ ESP course academic achievement. The study was conducted at Tishk International University, formerly known as Ishik University, in Iraq-Kurdistan Region with 2 Engineering (Architectural and Civil engineering) and Business and Management departments’ students. A mixed-method approach was designed to make the authentic interpretation of gained results. Quantitative and Qualitative instruments were utilized to probe the effect of PBL in the ESP course of undergraduate Iraqi EFL learners. The findings of this study reveal that PBL had a significant positive effect on acquiring department-related vocabulary and information in English as well as learners’ ESP course academic achievement showed statistically significant increment.

Experiential Learning

2020 ◽  
pp. 145-159
Author(s):  
Robert DiYanni ◽  
Anton Borst ◽  
Robert DiYanni ◽  
Anton Borst
Keyword(s):  
Student Engagement ◽  
Active Learning ◽  
Experiential Learning ◽  
Learning Experience ◽  
Educational Experiences ◽  
Learning By Doing ◽  
Additional Element ◽  
Hands On ◽  
Hands On Learning ◽  
Learning Through Experience

This chapter takes a look at experiential learning. The central idea of “experiential learning,” as the term suggests, is the process of learning through experience. The “learning” part requires an additional element: reflection. Thus, a fuller concept of experiential learning includes reflection about the learning experiences in which students participate. The teacher's responsibility is to create worthwhile educational experiences so that students will have something of value on which to reflect. Like active learning, experiential learning involves many different forms of student engagement. Experiential learning is learning by doing. In this kind of hands-on learning, students assume responsibility for their learning, taking control of both the learning experience and their reflection on it.

scholarly journals The Universe on a Desktop: Observational Astronomy Simulations in the Instructional Laboratory

2000 ◽  
Vol 17 (2) ◽  
pp. 129-132
Author(s):  
Laurence A. Marschall
Keyword(s):  
Undergraduate Students ◽  
The United States ◽  
Digital Data ◽  
Observational Astronomy ◽  
Hands On ◽  
Hands On Learning ◽  
Current Design ◽  
On Line ◽  
Computer Based ◽  
Laboratory Experiences

AbstractThough the value of hands-on learning has long been recognised by educators, it is difficult to design laboratories in astronomy classes that present realistic astrophysical techniques to undergraduate students. Unlike most other sciences, astronomy is largely observational, not experimental, and making useful observations involves expensive equipment over time scales inconvenient for pedagogy. In recent years, however, astronomy has gone almost completely digital, and the advent of large on-line databases and fast personal computers has made it possible to realistically simulate the experience of research astrophysics in the laboratory. Since 1992, Project CLEA (Contemporary Laboratory Experiences in Astronomy) has been developing computer-based exercises aimed primarily at the introductory astronomy laboratory. These exercises simulate important techniques of astronomical research using digital data and Windows-based software. Each of the nine exercises developed to date consists of software, technical guides for teachers, and student manuals for the exercises. CLEA software is used at many institutions in all the United States and over 60 countries worldwide, in a variety of settings from middle school to upper-class astronomy classes. The current design philosophy and goals of Project CLEA are discussed along with plans for future development.

The Abilities Related to Organizing Experiential Learning Activities for Vietnamese Undergraduate Teacher Training Students

2021 ◽  
Vol 20 (9) ◽  
pp. 222-235
Author(s):  
Huong Thanh Ngo ◽  
Thanh Dac Nguyen
Keyword(s):  
Experiential Learning ◽  
Undergraduate Students ◽  
Best Practice ◽  
Learning Activities ◽  
Ho Chi Minh City ◽  
Experimental Learning ◽  
Hands On ◽  
Educational Programmes ◽  
Hands On Learning ◽  
Teacher Training Students

Experimental learning, often known as hands-on learning, is a kind of active learning that takes place in the classroom. Many institutions globally have utilized it to build educational programmes, and it is widely regarded as a best practice in the field. Specifically, the purpose of this research was to examine the feasibility and efficacy of improving students' capacity to design experiential learning events in order to better prepare them for the job. Participants in this research included a total of 470 participants, including 420 students, 50 lecturers and representatives from the Ho Chi Minh City University of Education's Youth Union and Students Association. They responded to seven questions regarding their ability to organize experiential learning activities for undergraduate students, as part of a broader questionnaire they completed. However, while both lecturers and students recognized the critical importance of abilities related to the organization of experiential learning activities, the findings of the study revealed that these abilities were not well designed or efficiently purposed for undergraduate students in the context of experiential learning. In order for students to improve their professional skills and gain more useful experience in the area of event planning, they should be encouraged and taught accordingly.

Academic Internships: To Take or Not to Take? Students’ Assessments of Public Health Fieldwork

2016 ◽  
Vol 4 (1) ◽  
pp. 19-34 ◽  
Author(s):  
Tara L. Crowell
Keyword(s):  
Public Health ◽  
Undergraduate Students ◽  
Learning Experience ◽  
Learning Opportunities ◽  
Valuable Insight ◽  
Degree Programs ◽  
Undergraduate Major ◽  
Hands On ◽  
Hands On Learning ◽  
Critical Components

While academic internships can play irreplaceable roles by providing students hands-on learning opportunities, allowing them to collaborate with faculty, and strengthening ties between colleges and their communities, continued assessment of these experiences is still imperative. An academic internship has been described as a three-way partnership among a college or university, the internship site, and the student, but the role the institution plays can differ significantly. Several years ago, the Association of Schools of Public Health included field experience (such as internships) as a Critical Components Element of an Undergraduate Major in Public Health. Hence, this study investigates not only how Public Health students evaluate their internship site but also their experience with their school during the internship process. Survey data from 219 undergraduate students, on completion of their internships from Fall 2012 to Spring 2016, were collected. Results posit that public health students report the academic institution provided support and guidance, while their internship site provided a valuable learning experience both interpersonally and professionally. Also, students recommend this experience and provide valuable feedback for future internship partnerships. Considering internships are integral parts of many preprofessional degree programs, it is imperative that programs develop and implement systematic ways to assess these programs. This study provides valuable insight into this process along with identifying students’ perceptions of the academic internship and the role that both the site and the institution played in facilitating their learning.

scholarly journals Project-Based Learning: A Hands-On Activity to Improve Students’ Scientific Writing Skills through Lesson Study in Microtechnique Course

2019 ◽  
Vol 8 (3) ◽  
pp. 340-347
Author(s):  
Tutut Indria Permana ◽  
Sri Wahyuni
Keyword(s):  
Undergraduate Students ◽  
Lesson Study ◽  
Writing Skills ◽  
Biology Education ◽  
Project Based Learning ◽  
Scientific Writing ◽  
Scientific Article ◽  
Descriptive Research ◽  
Hands On ◽  
Department Faculty

Project-based learning has been recognized as a dynamic classroom approach in which students actively explore real-world problems to obtain deeper knowledge. This study aimed to describe the implementation of project-based learning to improve students’ scientific writing skills. This action research study conducted based on Lesson Study (LS) which incorporated plan-do-see phase. The descriptive research was using 40 undergraduate students in the sixth semester in Biology Education Department, Faculty of Teacher Training and Education, Universitas Muhammadiyah Malang who attended Microtechnique course. The students’ scientific writing skills were measured using student worksheet which asked them to develop a scientific article. The measured parameters were how student proposed introduction, problem statement, method, result, discussion, conclusion, and reference. The data were analyzed descriptively. The result showed that students’ scientific writing skills were improved after implementing project-based learning. Some of the obstacles to implementing LS were related to the schedule and preparation. It can be resolved by conducting more intense coordination and regular discussions involving all research members.

scholarly journals An Experiential Learning Approach to Fostering Learner Autonomy among Omani Students

2019 ◽  
Vol 10 (1) ◽  
pp. 204 ◽  
Author(s):  
Anita Teresa Boggu ◽  
J. Sundarsingh
Keyword(s):  
Experiential Learning ◽  
Undergraduate Students ◽  
Learner Autonomy ◽  
Learning By Doing ◽  
Learning Cycle ◽  
Active Involvement ◽  
Classroom Activities ◽  
Hands On ◽  
Before And After ◽  
Potential Benefits

Experiential learning is a learner-facilitating tool that has not been sufficiently explored in Higher education institutions in Oman. There is a growing body of literature that recognises the importance of ‘learning by doing,’ ‘hands-on approach’ or ‘experiential learning.’ Experiential learning grew in popularity with adult learners since the time of Dewey and progressed with several scholars researching on the potential benefits of applying experiential learning methods in vocational and technical training institutions. The notion that knowledge is gained through active involvement in a specific task is a construct that has been researched in the present study. It endeavours to foster learner autonomy through the implementation of instructional tasks based on Kolb’s experiential learning cycle. The main objective was to observe the change in perceptions of learners on their autonomous behaviour before and after the intervention. Through convenience sampling of 60 undergraduate students, enrolled for various pathways on the business programme were selected for this study. The quantitative data was collected by administering a learner autonomy questionnaire and a set of self-designed experiential learning classroom activities. The findings of the study revealed that experiential learning cycle activities implicitly fostered learner autonomy and enabled learning necessary skills for the workplace.

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