Combining Project Based Learning and Cooperative Learning Strategies in a Geotechnical Engineering Course

Abstract

This paper presents the implementation of a learning methodology following a student-centred approach. The methodology is based on the use of project based and cooperative learning and mainly consists of commissioning students to prepare a presentation on a topic of their subject. Students work in groups, and later must deliver a real lecture to their colleagues. The proposed methodology was applied across 7 years and its implementation was monitored via day-to-day observations, annual surveys, the gathering of direct feedback as well as by analysing the students’ academic performance. Results show the ability of the proposed learning methodology to enhance motivation and engagement of students, facilitate the improvement of four soft skills (team-working, practical thinking, effective communication and critical thinking), eliminate absenteeism and facilitate long-term retention of the knowledge and skills acquired in a subject.

Trends and Challenges of Technology-Enhanced Learning in Geotechnical Engineering Education

“…A few educators and researchers have also combined TEL with project-based learning, problem-based learning, and cooperative learning in GEE. In this regard, the application of TEL with project-based learning, which involves students working on design projects that require them to apply the knowledge and skills they have learned in class, is growing in popularity in GEE [3]. With the help of this method, students gain real-world experience, develop problem-solving abilities, and become better-equipped to handle the demands of the workplace.…”

“…TEL offers geotechnical engineering students access to diverse learning resources, i.e., computer-aided design tools, virtual reality simulations, and online resources that can help them visualize and analyze geotechnical problems in a more interactive and intuitive manner. Additionally, TEL can provide geotechnical engineering students with real-life scenarios that they can use to apply their knowledge and skills, which can help them establish critical thinking and problem-solving skills that are the core requirement for learning [3]. By means of TEL, geotechnical engineering students can learn more proficiently, engage more vigorously with the course content, and gain a deeper understanding of geotechnical engineering problems, which can eventually prepare them for success in their careers as geotechnical or civil engineers.…”

Self-organized learning environments (SOLEs) pedagogy as a conduit to learners’ metacognitive skills and conceptual understanding of “S” in STEM: The South African study

“…These factors are pedagogical strategies, approaches, cooperative learning, learner-to-learner interaction during the lessons, frequent assessment, technology integration, and timeous feedback. Mitra and Crawley (2014), Phage (2018), andTorrijo et al (2021) found that learners' conceptual understanding is enhanced when they learn collaboratively and cooperatively rather than when they learn as individuals. Torrijo et al's (2021) finding is in line with Hadwin et al's (2011) socially shared regulated learning (SSRL) theory and Vygotsky's (1968) social constructivism, which view social interaction as a precondition to effective physical sciences learning.…”

A project-based learning model in interpreting course

“…One of the learning models that offer learner-centered activities is the project-based learning model (Ngereja et al, 2020). In line with this, (Torrijo et al, 2021) suggests that project-based learning has become a pedagogical learning which starts to be widely used in the implementation of learning in universities. This project-based learning assigns learners to complete one or more tasks that produce meaningful learning outcomes or products.…”