A longitudinal evaluation of a project-based learning initiative in an engineering undergraduate programme

摘要:

Project-based learning (PBL) is a well-known student-centred methodology for engineering design education. The methodology claims to offer a number of educational benefits. This paper evaluates the student perceptions of the initial and second offering of a first-year design unit at Griffith University in Australia. It builds on an earlier evaluation conducted after the initial offering of the unit. It considers the implementation of the recommended changes. Evaluations of the two offerings reveal that students (in both the initial and second offering) generally enjoyed the experience, but that the second offering was found to be a significantly more enjoyable learning experience. Students in the second offering also reported a significantly better understanding of what they needed to do for the design projects and where to find the requisite information. The oral presentation aspect of the initial and second offerings received the lowest satisfaction rating. The inclusion (and delivery) of the computer-aided drawing component of the unit is seen as a positive aspect by some students, but many others comment on it negatively. The best aspects of the PBL unit and those aspects needing further improvement were similar to the findings of other investigations documented in the literature.

参考文献

Beer, D.F., 2002. Reflections on why engineering students don’t like to write – and what we can do about it. IEEE
international professional communication conference, Portland, OR. New York: IEEE, 364–368.
Doppelt, Y., 2005. Assessment of project-based learning in a mechatronics context. Journal of Technology Education, 16
(2), 7–24.
Du, X. and Kolmos, A., 2009. Increasing the diversity of engineering education – a gender analysis in a PBL context.
European Journal of Engineering Education, 34 (5), 425–437.
Dym, C.L., et al., 2005. Engineering design thinking, teaching, and learning. Journal of Engineering Education, 94 (1),
103–120.
Edward, N.S., 2004. Evaluations of introducing project-based design activities in the first and second years of engineering
courses. European Journal of Engineering Education, 29 (4), 491–503.
Frank, M., Lavy, I. and Elata, D., 2003. Implementing the project-based learning approach in an academic engineering
course. International Journal of Technology and Design Education, 13 (3), 273–288.
Garbett, D., 2004. Researching practice as a teacher educator [online]. Available from: http://www.aare.edu.au/04pap/
gar04590.pdf [Accessed 15 December 2011].
Hanesian, D. and Perna,A.J., 1999.An evolving freshman engineering design program – the NJIT experience. 29th Annual
Frontiers in Education conference, San Juan, Puerto Rico. 12A6/22–12A6/27, vol.1. New York: IEEE.
Hart, G. and Stone, T., 2002. Conversations with students: the outcomes of focus groups with QUT students, Quality
Conversations. Proceedings of 2002 Higher Education Research and Development Society of Australasia conference.
Perth: HERDSA.
Helle, L., Tynjälä, P. and Olkinuora, E., 2006. Project-based learning in post-secondary education – theory, practice and
rubber sling shots. Higher Education, 51 (2), 287–314.
James, R., McInnis, C. and Devlin, M., 2002. Assessing learning in Australian universities. Melbourne: Centre for the
Study of Higher Education and the Australian Universities Teaching Committee.
Lumsdaine, E., Shelnutt, J.W. and Lumsdaine, M., 1999. Integrating creative problem solving and engineering design.
ASEE Annual Conference & Exposition, Session 2225. Charlotte, NC: American Society for Engineering Education.
Macías-Guarasa, J., et al., 2006. A project-based learning approach to design electronic systems curricula. IEEE
Transactions on Education, 49 (3), 389–397.
Mills, J.E. and Treagust, D.F., 2003. Engineering education – is problem-based or project-based learning the answer?
[online]. Australasian Journal of Engineering Education, Available from: http://www.aaee.com.au/journal/2003/
mills_treagust03.pdf [Retrieved 15 December 2011].
Monk-Turner, E. and Payne, B., 2005. Addressing issues in group work in the classroom. Journal of Criminal Justice
Education, 16 (1), 166–179.
Morris, R. and Hayes, C., 1997. Small group work: are group assignments a legitimate form of assessment? Proceedings of
the 6th Annual Teaching and Learning Forum [online].Available from: http://otl.curtin.edu.au/tlf/tlf1997/morris.html
[Accessed 15 December 2011].
Palmer, S. and Hall, W., 2011. An evaluation of a project-based learning initiative in engineering education. European
Journal of Engineering Education, 36 (4), 357–365.
Prince, M.J. and Felder, R.M., 2006. Inductive teaching and learning methods: definitions, comparisons, and research
bases. Journal of Engineering Education, 95 (2), 123–138.
Thomas, J.W., 2000. A review of project based learning. San Rafael, CA: The Autodesk Foundation.
Tucker, R., Fermelis, J. and Palmer, S., 2009. Designing, implementing and evaluating a self-and-peer assessment tool for
e-learning environments. In: C. Spratt and P. Lajbcygier, eds. E-learning technologies and evidence-based assessment
approaches. New York: IGI Global, 170–194.
Willmot, P. and Crawford, A., 2004. Online peer assessed marking of team projects [online]. International conference on engineering education, 16–21 October, Gainesville, Florida. Available from: http://www.ineer.org/Events/
ICEE2004/Proceedings/Papers%5C95_PeerAssessICEE2004final_(2).pdf [Accessed 15 December 2011].

下载
请登录后再下载
相关作者
统计