Enhanced and conventional project-based learning in an engineering design module

Chua, Kian Jon; Yang, Wenbo; Leo, Hwa Liang

doi:10.1007/s10798-013-9255-7

Cited by 53 publications

(40 citation statements)

References 25 publications

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“…In terms of advantages of the PBL approach, learning by means of a project is likely to increase motivation (Fernandes et al, 2014), and give the students a sense of satisfaction, it is helpful for developing long-term learning skills (Edström & Kolmos, 2014), to develop deep, integrated understanding of content and process, it allows students learn to work together to solve problems, and it promotes responsibility and independent learning (Chau, 2005;Chua et al, 2014;Frank et al, 2003). PBL also contributes to bringing the classroom close to the profession through the acquisition of knowledge while solving practical and real cases closed to the professional world (Terrón-López et al, 2016).…”

Section: Project-based Learning: a Brief Review Of The Literaturementioning

confidence: 99%

Project-based learning approach: improvements of an undergraduate course in new product development

Zancul

Sousa-Zomer

Cauchick‐Miguel

2017

Prod.

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Product development is considered as an interdisciplinary undergraduate course with a central role in engineering education. In this sense, this paper demonstrates an experience of a product development undergraduate course based on a project-based learning (PBL) perspective. PBL has been discussed in the literature as one of the most effective teaching frameworks for engineering courses, but there is still scarce research on PBL implementation in engineering education in developing countries. The course scope was reviewed to include engineering management content and to face some barriers for PBL implementation highlighted in the literature. The student activities were organized in four development phases following a structured stage-gate development process. The results achieved include a higher level of learning perception and increased complexity of products generated by students. Besides demonstrating the improvements in the course, this paper contributes to PBL empirical body of knowledge by exploring a successful initiative and its outcomes. KeywordsEngineering education. New product development. Design process. Project-based learning. PBL.How to cite this article: Zancul, E. S., Sousa-Zomer, T. T., & Cauchick-Miguel, P. A. (2017). Project-based learning approach: improvements of an undergraduate course in new product development. Production, 27(spe), e20162252. http://dx

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Section: Project-based Learning: a Brief Review Of The Literaturementioning

confidence: 99%

Project-based learning approach: improvements of an undergraduate course in new product development

Zancul

Sousa-Zomer

Cauchick‐Miguel

2017

Prod.

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“…Currently, the universities shall be able not only to provide knowledge to students, but also to develop skills and prepare them to deal with day-to-day situations of a business environment. The challenge of education in modern society is even greater within engineering education, since it should focus primarily on the development of students' ability to solve problems and provide innovative solutions and for this reason the application of practices that strengthen self-learning and cooperative learning is necessary, if not essential (Chua et al, 2014). …”

Section: Introductionmentioning

confidence: 99%

Proposal of statistical analysis to support the assessment method of a Brazilian Industrial Engineering course

Gaudêncio

Scheidegger

Pinto

et al. 2017

Prod.

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The requirement to adapt the university education to demands of society and professional market is improving the teaching methodologies that try to develop skills and prepare the students to deal with day-to-day situations of a business environment. Therefore, this research presents the assessment method utilized in an Industrial Engineering course carried out by a Brazilian public university in partnership with a multinational company. The course had 37 participants, consisting of: 28 students divided into four groups; 1 teacher; 4 university tutors; and 4 company tutors. The main objective is to assess the consistency of grades assigned to students and their work groups using agreement, variance and correlation analyses. As conclusion, the analyses indicated a possible deficiency in the assessment method application since the values of agreement and correlation coefficients were lower than expected but also provided a positive contribution to the improvement of assessment and the course as a whole. Recognizing the importance of changing higher education, new teaching methods are developing in which students are no longer passive recipients of information but become the center of attention. The practice of this type of learning is a culture shock for new students and for educators who use this technique in their disciplines. Besides the challenge of changing the way of conducting classes, teachers are faced with the task of determining how to properly assess student learning. Traditional assessment techniques which are only concerned with the assignment of grades don't correctly evaluate the evolution of students (Waters & Mccracken, 1997;Eva, 2001;Kritikos et al., 2011). KeywordsAccording to Norton et al. (2013), due to recent changes at higher education to focus on student learning, much has been written about the students' assessment and its effects on learning. However, the integration of assessment with the learning and the innovations in how to assess remain a challenge (Struyf et al., 2001). Moreover, the pressure on institutions to establish more effective ways to evaluate, led the assessment modes to the center of engineering education discussions (Raud, 2010).Considering this context, it was created a course in a Brazilian public university named "Project Semester in Industrial Engineering" that aimed to use an active approach of education where students were divided into groups to solve real problems of a multinational company. During the course, the use of this methodology provided difficulties in the way of how students would be assessed. Thus, this research aims to assess the consistency of grades assigned to students and their work groups using statistical analysis together with a qualitative approach which assistance in define the better assessment mode considering the context of a course based on active teaching. Thereby, an agreement, variance, and covariance analyses have been proposed in order to assist results' interpreting of implemented evaluations.The work proposal described in t...

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“…6 Chua et al note that through this iterative process, the student's perception of the problem (and hence their proposed solution) changes over time. 7 In fact, in another publication, Chua claims that the more a student participates in project-based learning, the better the student grows in critical thinking and generates better project-related products. 5 For similar reasons, Rasul et al advocate early, deliberate preparation of a student before their senior year capstone project.…”

Section: The Nexus Of Science and Engineering: Structuring Individualmentioning

confidence: 99%

The Nexus of Science and Engineering: Structuring Individual Studies to Inform Senior Design Projects

Zgonc¹,

Dacunto²,

Ezerins³

et al.

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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Enhanced and conventional project-based learning in an engineering design module

Cited by 53 publications

References 25 publications

Project-based learning approach: improvements of an undergraduate course in new product development

Project-based learning approach: improvements of an undergraduate course in new product development

Proposal of statistical analysis to support the assessment method of a Brazilian Industrial Engineering course

The Nexus of Science and Engineering: Structuring Individual Studies to Inform Senior Design Projects

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