An educational experience with PBL in capstone projects: The case of EOLO a Colombian electric vehicle with sustainable energy systems

Ariza, Jonathan Álvarez; Ramos, Heyson Baez

doi:10.1109/fie43999.2019.9028351

Cited by 2 publications

(8 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Also, we want to describe in-depth the details and results of the methodology, which can benefit other educators in the construction and/or incorporation of active learning methodologies in the areas of renewable energy, sustainability, embedded systems, and electrical vehicles, among others. It is worth mentioning that the results presented here expand on those presented in the conference paper [15].…”

Section: Introductionsupporting

confidence: 81%

“…Complementarily, this study was shaped by a work in progress (WIP) presented to the IEEE Frontiers in Education Conference (FIE) [15]. In this preliminary study, we exposed the results of the students' perceptions regarding the methodology forwarded in the first version of EOLO.…”

Section: Educational Workmentioning

confidence: 99%

“…The survey sought to know the perception of the students concerning learning, motivation, problems, and recommendations with the methodology. The students' survey was expanded in the present study regarding its first version whose results are consigned in the prior study [15]. Also, for this new instrument, the closed-ended questions were complemented and divided into three sections, the first one with 8 questions (Q1-Q8) and Cronbach's alpha (α) = 0.88, ranged from (1) Strongly disagree to (5) Strongly agree.…”

Section: Instrumentsmentioning

confidence: 99%

“…In the last one (Q13), the students provided a global evaluation of the methodology in the range of 0-5. The value of (α) was increased for the first version of the survey consigned in [15] from (α) = 0.71 to (α) = 0.88 for the current survey, which demonstrates the reliability of the instrument [53].…”

Section: Instrumentsmentioning

confidence: 99%

“…Also, as described, a second survey was performed to know the perceptions of the main technical leaders of EOLO regarding the process followed by the students and its impact on the project, which complements the results posed in the prior study [15]. The survey had 13 questions (8 closed-ended and 5 open-ended), 5 closed-ended questions on a 5 points Likert scale (Q1-Q5), 2 questions in the range (1) Very poor to ( 5) Excellent (Q6-Q7), one in the range 0-5 (Q8), which evaluated the overall performance of the students in EOLO, and the other five of the open-ended type.…”

Section: Instrumentsmentioning

confidence: 99%

See 4 more Smart Citations

Bringing Project-Based Learning into Renewable and Sustainable Energy Education: A Case Study on the Development of the Electric Vehicle EOLO

Ariza

Olatunde-Aiyedun

2023

Sustainability

View full text Add to dashboard Cite

In recent years, there has been a growing interest in education for sustainable development (ESD). Although several national and international agencies, e.g., the UN or UNESCO, have promoted its deployment in higher education institutions, educators are still facing problems with how to articulate this type of education within the curriculum, allowing students to develop their technical and labor competencies, and soft skills as well. In this way, this study describes a methodology with Project-Based Learning in renewable and sustainable energies through the development of an electrical vehicle (EV) known as EOLO. This initiative arose from an industry-academia collaboration to develop the first Colombian EV with the support of solar and wind energy sources. Twelve engineering students participated in the development of the vehicle through a set of capstone projects over a year and a half with the support of two tutors (professors) and two engineers (technical staff) of the project. Additionally, two versions of EOLO with vertical and horizontal axis wind turbines were made with the cooperation of the students. The results evidence that the methodology helped to engage students, promoted meaningfully and situated learning through real-world problems in renewable energies, and fostered motivation and peer collaboration. Nonetheless, aspects such as the improvement of the communications channels, the revision of the complexity of the projects, the sense of community to achieve a common goal, or the tutoring and monitoring processes should be strengthened for further initiatives and/or active learning methodologies. In this sense, some challenges and recommendations that can help to develop methodologies that combine ESD and engineering are provided based on the experience in this study.

show abstract

Section: Introductionsupporting

confidence: 81%

Section: Educational Workmentioning

confidence: 99%

Section: Instrumentsmentioning

confidence: 99%

Section: Instrumentsmentioning

confidence: 99%

Section: Instrumentsmentioning

confidence: 99%

See 3 more Smart Citations