Problem/project Based Learning Research Articles

학습자 중심의 교육을 위한 하이브리드 강의설계 전략

Objectives The purpose of this study is to examine a hybrid lecture design strategy that selects and combines various teaching methods to enable learner or student-centered education among the various methods being applied to university classes as part of innovative teaching methods.
 Methods This case study analyzes the ‘hybrid innovative lecture design strategy of teaching method’ using the E (Empathy) - D (Design) - I (Implement), 3-Tier stage model and seeks to discover the teaching capabilities required for it. For this purpose, a hybrid lecture design was designed by this researcher, and the subjects of the Division of International Trade in the College of Commerce & Public Affairs at Incheon National University, ‘International Marketing (opened in the second semester of 2022, English course, 57 students in total)’ and ‘Global Korean Wave and Business Strategy for Entertainment’ (Opened in the first semester of 2023, 66 students in total)” was examined. Both subjects were designed to cover learners’ diverse learning backgrounds (nationality, age, grade, gender, major, basic learning orientation and background level, and learning behavior). As a result of the hybrid lecture, learners' class satisfaction scores were 4.853/5 and 5/5, respectively, and both subjects were selected as excellent lectures in the major subjects at Incheon National University.
 Results As a result of the research analysis, it can be seen that a strategy of combining various teaching methods ranging from PBL (Problem/Project-Based Learning), MBL (Media-Based Learning), Flipped Learning, Teamwork, Action Learning, Design Thinking, Capstone Design, leadership, communication, career planning feedback, and career development guidance was used depending on the learning progress. Through it, this study examines how a diverse range of teaching competencies and students’ essential core competencies could be matched with teaching methods.
 Conclusions This case study examines a hybrid lecture design that combines various teaching methods to achieve learner-centered education (student agency) and the resulting teaching capabilities. Hybrid strategies for lecture design play a pivotal role in reflecting the needs of learners and the changed educational environment in changing learner attitudes from passive and mechanical to active, creative, proactive, and constructive ones.

Integrated Design Thinking to Improve Pedagogical Practices in Creative Engineering Design

Repeated testing, revision, and verification make products have market value and the commercialization of creative ideas reflected in the product. In the model, product and industrial designs present actual cases so that students are trained from scratch to clarify problems, identify needs, establish functional structures, and evaluate the creative design and engineering design. A good design plan includes market and user demand analysis, creative thinking, concept formation, and actual prototype making. Thus, students need to learn how to simulate the actual product design and development process through design protection and complete design planning. Therefore, taking creative engineering design courses as an example, this study aims to introduce various design methods into interactive teaching by using the problem/project-based learning (PBL) and science, technology, engineering, arts, and mathematics (STEAM) model. In industry, the methods are expected to simulate how a product design engineer faces the market and consumers. The results reveal the following. Students prefer to focus on hands-on practice and ask for examples and supplementary reference materials and a diversified interactive learning model. They like to work in groups and interact with peers and teachers to learn in real-time, hoping to know their levels and thoughts. They hope to apply what they learn for future career development. The education model integrates academic theory and industrial practice to reduce the gap between learning and practice in the industry.

The University Life Satisfaction and the Job Self-awareness of Local University Students the Sequential Mediating Effect of Academic Department Satisfaction and Career Experience in the Relationship: PBL (Problem/Project-Based Learning) Class Participation or not Multi-group Comparison

The University Life Satisfaction and the Job Self-awareness of Local University Students the Sequential Mediating Effect of Academic Department Satisfaction and Career Experience in the Relationship: PBL (Problem/Project-Based Learning) Class Participation or not Multi-group Comparison

Sustainable Development and Sustainability in Engineering Education in Nigeria

Following the United Nation’s pronouncement of 2005-2014 as the Decade for Education for Sustainable Development (DESD), education and particularly Higher Education was earmarked as the most convenient and appropriate vehicle for advancing training and awareness for sustainability and sustainable development. This study reviewed articles to investigate the level of awareness about ESD among engineering stakeholders in Nigeria and also to investigate the various approaches that could be used to integrate Sustainability in Engineering Education curriculum in Nigeria. The study employed a systematic review on Sustainable Development and Sustainability in Engineering Education in Nigeria. Articles on Sustainability Education and Sustainability in Engineering were analyzed using inductive content analysis. The review showed that, there is lack of awareness about ESD even among engineering stakeholders; and approaches such as: modular/ Bolt-in, Project Based Learning (PBL), Integrative Learning, Problem Project Based Learning (PPBL), amongst others were found out to be used by scholars in other parts of the world for incorporating sustainability in their Engineering Education programs. It could be a Stand-alone or an Integrated course. The researcher therefore suggests the use of any of these approaches to institutions and faculties planning to integrate sustainability in their programs. This study recommends that; for sustainable education to yield a meaningful result, Government should create awareness about the need for sustainability in the country. This can be done through Sustainability Education intervention and implementation of Sustainability Policies.

Case study of a problem-based learning course of project management for senior engineering students

ABSTRACTThe analysis of the current state of the Ukrainian system of engineering education indicates the prevalence of traditional teaching–learning approaches in contrast to the modern needs of the labour market. Many universities across the world use the problem/project-based learning (PBL) which is an effective approach for the development of design and management skills of engineering students. The paper describes a detailed structure of a PBL course in project management and practical experience related to its implementation in an engineering degree programme at Bohdan Khmelnytsky National University of Cherkasy. Also, the results of surveys carried out in order to study the students’ generic competences’ development and perception of the PBL process are presented. The results show that students understand the diversity of PBL aspects and the influence of the PBL approach on their professional characteristics such as teamwork, ability of self-directed learning, communication and problem-solving skills.

PBL and CDIO: complementary models for engineering education development

This paper compares two models for reforming engineering education, problem/project-based learning (PBL), and conceive–design–implement–operate (CDIO), identifying and explaining similarities and differences. PBL and CDIO are defined and contrasted in terms of their history, community, definitions, curriculum design, relation to disciplines, engineering projects, and change strategy. The structured comparison is intended as an introduction for learning about any of these models. It also invites reflection to support the understanding and evolution of PBL and CDIO, and indicates specifically what the communities can learn from each other. It is noted that while the two approaches share many underlying values, they only partially overlap as strategies for educational reform. The conclusions are that practitioners have much to learn from each other's experiences through a dialogue between the communities, and that PBL and CDIO can play compatible and mutually reinforcing roles, and thus can be fruitfully combined to reform engineering education.

地元企業と連携したＰＢＬ教育：「機械工学実践教育プロジェクト」

In order to develop the creativity of students, a problem/project based learning (PBL) program collaborated with local enterprise was introduced in department of mechanical engineering of Tottori University from April 1, 2002. In this report, the outline of the education program and the preliminary attempt of PBL project, which had been held in academic year of 2002, are described. The PBL can give intellectual curiosity, self-initiative and creativity to the students. To complete the PBL program, however, there still have been several problems from the aspect of human resources, facilities and budget.