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

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Title A longitudinal evaluation of a project-based learning initiative in an engineering undergraduate programme
Author Hall, Wayne; Palmer, Stuart; Bennett, Mitchell Ross
Journal Name European Journal of Engineering Education
Year Published 2012
Place of publication United Kingdom
Publisher Taylor & Francis
Abstract 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.
Peer Reviewed Yes
Published Yes
Alternative URI http://dx.doi.org/10.1080/03043797.2012.674489
Volume 37
Issue Number 2
Page from 155
Page to 165
ISSN 0304-3797
Date Accessioned 2012-05-11; 2012-09-20T22:01:56Z
Faculty Faculty of Science, Environment, Engineering and Technology
Subject Science, Technology and Engineering Curriculum and Pedagogy
URI http://hdl.handle.net/10072/46894
Publication Type Journal Articles (Refereed Article)
Publication Type Code c1

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