Engineering Project-based Learning Research Articles

A framework for designing software engineering project-based learning experiences based on the 4 C/ID model

A framework for designing software engineering project-based learning experiences based on the 4 C/ID model

Statistical Analysis of Effectiveness of Cross-Disciplinary Team Practice in Engineering Project-Based Learning

Statistical Analysis of Effectiveness of Cross-Disciplinary Team Practice in Engineering Project-Based Learning

ИНОВАТИВНИ МЕТОДИ ЗА ПРЕПОДАВАНЕ И УЧЕНЕ ПО МАШИННИ ЕЛЕМЕНТИ ПРИ ДУАЛНА ФОРМА НА ОБУЧЕНИЕ

In modern school the problem of interest in learning is up to date, since interest can boost the private creative and cognitive activity of students. The teacher who created the enduring interest to a subject, achieved high results in training and provoking the desire of students to the selection, preparation and effective practice of the profession. The objective of this study was to showcase some innovative methods to achieve a higher success rate in the educational process. The study will help to understand what is the pedagogical effect of the introduction of the technology project-based learning in the process of mastering the knowledge and skills of the students in the context of the dual training. To outlining the readiness of students to work in an hour, their expectations and their achievements at the end of the school year. Analyse how by building skills and habits for private work in the learning process on machine elements developed mindset for a private creative cognitive activity. The enrichment of the academic practice of this method provides a means to raise interest in the learning process, makes it possible, through private participation in lessons on machine elements, students take control of their education and to gradually switch to the actual workplace. Dual training system provides a real connection of class theory with practice. Create opportunities students directly participate in their education and to gradually switch to professional development.

On the perceptions of students and professors in the implementation of an inter-university engineering PBL experience

ABSTRACTThe new educational paradigm has led to a change in the teaching methodologies toward those more focused on the student, among these, project-based learning (PBL) is postulated as one of the most promising. This work is focused on the description of the experience of using PBL methodology in Materials Science courses, conducted by four different Spanish universities on different engineering degrees. The other main objective is to analyse and evaluate how the PBL was perceived by the students and the lecturers that took part in the PBL process. This investigation was an embedded, sequential mixed-methods study, which began by administering a survey to one hundred and four students and then a focus group with six students and six lecturers in four different engineering degrees of four Universities. Results generally show a good degree of acceptance of this approach by all parties involved.

Electronic Learning Industrial Environment System (eLINS) for Academia-Industry Collaboration

 Abstract—The gaps identified were partly transformed into prototyping which provided prove of the concept. The proven concept used the requirements gathered to create the functionality for the electronic Learning Industrial eNvironment System (eLINS). The purpose of eLINS is to be the tool that accommodates the Requirements Engineering Project-Based Learning (RE PjBL). This paper will begin with the discussion of functionality which emerged as use cases. The class diagram will have all of the requirements/stories that accumulated from the Literature Review and the interpretation from those requirements that had an input on use case identification. All the inputs had an overview on the eLIN system that acted as a medium that allowed Industry practitioners to share their experiences in doing their projects (case studies), students to upload the deliverables (SRS), and lecturers to be able to monitor student tasks. Future work will be focusing on the result and analysis of eLINS usability.

Engineering design projects as a reflection promoter

This article describes examples of reflection documented in a longitudinal research comprising two studies: a three-year three-stage study on technology project-based learning (TPBL) and a three-year two-stage study on engineering thinking (ET). Both studies used qualitative tools such as interviews, active observations, and document analysis. Reflections expressed by 10th grade pupils from eight high schools and 14 post-secondary school students who participated in the TPBL study as well as the reflection findings of experts and undergraduates from the ET study were used. The data analysis indicates that reflection is not generated on its own; it must be fostered. Reflection takes one of three forms: as a reaction to an irregularity or error made when working on the system design; conducted in groups that is inherent to the design process in industry; and from intuition that something may not be quite right, even though preliminary results seem to be correct.

An evaluation of a project-based learning initiative in engineering education

Project-based learning (PBL) is a well-known methodology for engineering design education due to a number of benefits it is claimed to offer. This paper presents the initial offering of a first-year engineering PBL unit at Griffith University in Australia. An evaluation of student perceptions of the unit revealed that students generally enjoyed the experience, with the oral presentation aspect receiving the lowest satisfaction rating. There was no significant difference in the ratings between any demographic grouping, suggesting that all students were able to participate in, and experience, the unit in essentially the same way. The best aspects of the unit and those aspects needing improvement were similar to the findings of other investigations documented in the literature. It is proposed that future offerings of the unit will reduce the number of design projects from three to two per semester and will attempt more sophisticated individualisation of marks for group work activities.

Technology Project Learning Versus Lab Experimentation

The Project-Based Learning (PBL) approach enables the student to construct knowledge in his/her own way. Piaget, the founder of constructivism, saw the development of intelligence as a process involving the relationship between brain maturity and individual experience. The technology PBL (TPBL) approach confronts the student with a personal problem taken from real life, which he/she has to solve by designing and building an artifact or instrument. It is assumed that by replacing dictated lab experimentation with project learning in an engineering course, the student will show an improvement in learning achievements. This paper describes the last stage (1 year) of a 3-year four-stage research in order to examine the achievements of students using the TPBL approach in comparison to those that carry out lab experiments. A class of 34 students studying “Digital Electronics” toward a degree of a practical engineer was randomly divided into two training groups. During one semester, the experimental group used the TPBL approach and the control group used lab experiments. The groups' achievements were monitored during 1 year. The research findings reveal that the experimental group gained higher scores.