Course design and student responses to an online PBL course in 3D modelling for mining engineers

Abstract

<span>To enhance a course in 3D Virtual Reality (3D VR) modelling for mining engineers, and to create the potential for off campus students to fully engage with the course, a problem based learning (PBL) approach was applied to the course design and all materials and learning activities were provided online. This paper outlines some of the theoretical background to online learning and PBL and its application to computer based courseware design and development. The application of this approach to the 3D VR modelling course is described. Evaluation data on student perceptions of the learning processes associated with PBL are included.</span>

Implementation of the Problem Based Learning Model to Improve Student Learning Outcomes in Min 6 Medan

“…Based on the results of Sakir & Kim (2020) , Afifah Vinandita., dkk. ] learning with problem-solving is a crucial aspect of a constructivist learning environment (McAlpine & Stothard, 2005). PBL has reconstructed the learning environment to be active and student-centered by utilizing facilitated small-group discussions and problem-solving (Wong et al, 2017).…”

A simple, low‐cost stereographic video capture and viewing solution for teaching psychomotor skills using online delivery

“…In terms of skills development and training, the use of stereoscopic video displays enhances the learning process and ongoing effectiveness of users by allowing operators ‘to undertake less initial training and less constant practice in order to maintain their skills at a suitable level’ (Drasic, 1991). So effective is the utilisation of stereoscopic imaging in the training environment that the use of static, stereo‐paired images and three‐dimensionally rotatable graphical models is commonplace in areas where spatial understanding is essential—such as in the teaching of anatomy and surgery (Hamilton et al , 2002; Karger, 1999; Perry, Kuehn & Langlois, 2007), civil and mining engineering (Grimes, Warschauer, Hutchinson & Kuester, 2006; McAlpine & Stothard, 2005), and in physics and chemistry. The use of stereo‐photogrammetry to recreate topographical data from aerial survey photographs is a well‐established practice and has been used for nearly a century.…”

Exploring the Team Dynamics of Undergraduate Engineering Virtual Teams During the Rapid Transition Online Due to COVID-19

“…Team projects are common in undergraduate engineering courses and have been shown to improve self-efficacy, communication, and teamwork skills through group discussions and presentations, preparing students for professional engineering practice [1], [2]. Completing projects in a team environment increases effectiveness towards meeting project goals and teaches group members to deal with conflict and delegate to other team members [3].…”

“…To support the development of trust between team members, they found that scheduled meeting times are essential as they support team building and provide the team time to complete the requirements of the project [9]. Furthermore, first-year undergraduate engineering students who worked on virtual team projects facilitated by an instructor felt they developed an understanding of the engineering design process and skills they could apply to future coursework [1]. Despite the research that has been done, there are limited studies that specifically look at the team dynamics of undergraduate engineering students working on virtual teams and how they change during the transition that students experience when moving from in-person to online teams over a short period of time.…”