Cooperative Problem-Based Learning (CPBL) is a highly Student-Centred Learning (SCL) method for students to develop self-directed learning skills. Previous studies show that CPBL succeeded in instilling environ-mental awareness, deep learning in Science, Technology and Mathematics (STEM) and 21st century skills among students. In this study, digital tech-nologies were utilised to form learning communities during the planning and implementation of CPBL: Low Carbon Society program in two sec-ondary schools in the Iskandar Region in Malaysia. CPBL requires the stu-dents and the facilitators to be proactive and sensible in seeking knowledge and information needed to solve the problem. Google search engine were predominantly used by the CPBL students to search for information, while WhatsApp and Telegram were primarily used to communicate and form learning support communities during the CPBL learning process. CPBL provides early exposure for the students to use software programs in plan-ning and delivering their findings. Students’ reflective journals and obser-vation reports were collected and analysed to identify low carbon aware-ness developed through CPBL. It is found that students’ active involve-ment in understanding the issues and the external motivation and pressure given enabled them to embrace the concept and awareness. The findings of this study indicate that technology assists and provides much needed support in the learning environment to develop low carbon awareness among the students.
Future engineers shall not only good at knowledge and technology but also good at other attributes such ethical, professional as well as managing people and emotion. Service learning is an effective education model to develop more holistic engineers. However, there is a lack of service learning framework that integrates technology, in order to achieve the acquisition of the above attributes. This paper describes how drone technology is disseminated by engineering students to the public through a service learning programme. Document analysis of the course information, project reports, and students’ reflections were employed in this study to identify the learning process and attributes developed by the students. the students went through 6 phases of service learning implementation. Results show that the service learning has enhanced the students’ learning, sense of responsibility, accountability, and international exposure. These are essential to develop good engineers in the future.
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