Show simple item record

dc.contributor.convenorCurtin University
dc.contributor.authorNepal, Kali Prasad
dc.contributor.authorJenkins, Graham
dc.contributor.editorA/Prof Euan Lindsay and Dr Yasir M. Al-Abdeli
dc.date.accessioned2018-03-26T01:30:59Z
dc.date.available2018-03-26T01:30:59Z
dc.date.issued2011
dc.date.modified2012-08-27T12:40:04Z
dc.identifier.refurihttp://www.aaee.com.au/conferences/2011/
dc.identifier.urihttp://hdl.handle.net/10072/46601
dc.description.abstractProject based learning (PBL) has been widely recognised as a collaborative, progressive, student-centred, interactive, active and deep learning approach. The benefits of PBL have been well documented in the existing literature and the approach has been practised, to some extent, in most engineering schools in Australia. However, the majority of undergraduate engineering programs, except a few PBL-centred engineering schools, still use traditional lecture-tutorial approach. Both of these learning approaches have advantages and disadvantages. Some engineering students dislike the PBL approach as they need to adopt a self-directed learning strategy to complete often unclear and open-ended tasks. It may also not suit their individual learning styles and needs, which may be different than the team learning needs. Some teaching staff also criticise the PBL approach as it takes too much of their time and effort, especially for large classes. Academic institutions often hesitate to embrace the PBL approach as it demands more resources. This study investigates the use of a blended approach (mix of PBL and traditional) with the aim of eliciting the advantages of both approaches to enhance student learning outcomes. It formulates the strategies to combine both approaches, implements the strategies to an undergraduate engineering design course and relates the effectiveness of such strategies through a student survey. The results show that the blended approach, designed appropriately, helps to minimise the problems of both approaches.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.format.extent225653 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglish
dc.publisherCausal Productions
dc.publisher.placePerth, Australia
dc.publisher.urihttp://www.aaee.com.au/conferences/2011/
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofconferencenameAAEE 2011
dc.relation.ispartofconferencetitleAustralasian Association for Engineering Education (AAEE) Conference Proceedings
dc.relation.ispartofdatefrom2011-12-05
dc.relation.ispartofdateto2011-12-07
dc.relation.ispartoflocationFremantle, Western Australia
dc.rights.retentionY
dc.subject.fieldofresearchScience, Technology and Engineering Curriculum and Pedagogy
dc.subject.fieldofresearchcode130212
dc.titleBlending project-based learning and traditional lecture-tutorial-based teaching approaches in engineering design courses
dc.typeConference output
dc.type.descriptionE1 - Conferences
dc.type.codeE - Conference Publications
gro.rights.copyright© The Author(s) 2011. The attached file is posted here with permission of the copyright owner[s] for your personal use only. No further distribution permitted. For information about this conference please refer to the publisher’s website or contact the authors.
gro.date.issued2011
gro.hasfulltextFull Text
gro.griffith.authorJenkins, Graham A.


Files in this item

This item appears in the following Collection(s)

  • Conference outputs
    Contains papers delivered by Griffith authors at national and international conferences.

Show simple item record