Abstract

ABSTRACT Project-based learning is a key approach to better preparing students for professional engineering practice. An overview of current practice within Australia & New Zealand is needed to better support academics and their Learning and Teaching leadership in improving their practice. This paper benchmarks current project-based learning practice in Australian & New Zealand universities to identify how project-based learning is currently being delivered as well as challenges associated with project-based learning. Key considerations noted in our research include a variety in the reasons and subsequent designs for project-based learning, workload concerns for unit coordinators, a need to better support authentic project-based learning experiences, as well as a need to manage expectations around student satisfaction. These findings highlight key concerns associated with current practice and provide data for academics and their Learning and Teaching leadership to understand and take steps to ameliorate the challenges of project-based learning.

Full Text
Paper version not known

Talk to us

Join us for a 30 min session where you can share your feedback and ask us any queries you have

Schedule a call

Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.