Four Case Studies of Adapting Enquiry-Based Learning (EBL) in Electrical and Electronic Engineering

Abstract

Four different instances of enquiry-based learning (EBL), developed in a School of Electrical and Electronic Engineering, are described. Key decisions in the design of these activities are detailed, emphasising fl exibility in approach. Although the activities took place in broadly the same environment, the local contexts required subtle tailoring. The design decisions taken in each case are described and general overviews from integrative evaluations are provided. An emergent distinction between the forms of EBL developed was between those that focused on generic or specifi c skills and those that focused on content knowledge; these may be termed project-based learning and problem-based learning respectively. The infl uence of the focus of the activity on the design decisions is described.This paper reports on some of the teaching and learning developments that arose, at The University of Manchester, from a collaborative problem-based learning (PBL) initiative, supported by the IET (Institution of Engineering and Technology) and HEFCE (Higher Education Funding Council for England). 1 PBL is an instance of enquiry-based learning (EBL), where students' enquiry into a topic is triggered by an initial problem or scenario. 2 The students following this enquiry engage in the subject matter at a deeper level than in traditional teaching methods, whilst gaining professional, personal and life-long learning skills, in a process integrated with their core subject learning that is well aligned with constructivist models of learning. 3,4 A recent IET survey of employers reported that electrical engineering graduates were very knowledgeable technically; 1 however, they had diffi culty in problem solving and translating theory into practice. This is in line with studies in America and Australia 5 and mirrors the situation facing medicine in McMaster University in Canada, which prompted the development of PBL. 6 MethodologyFour case studies of implementing EBL are described, all based in the School of Electrical and Electronic Engineering. In each case the PBL activity had to fi t into at UNIVERSITE LAVAL on July 14, 2015 ije.sagepub.com Downloaded from N. J. Powell et al.International Journal of Electrical Engineering Education 45/2 an established timetable, constructed for modules delivered in a traditional manner through lectures and tutorials.The key decisions made to implement these EBL activities are described, refl ecting the rationale and the infl uence of the local context that shaped them. These decisions include:Structure: how many problems or scenarios will there be, of what size will these problems be and how do they relate to the rest of the module structure? Timing: when in the module do they occur and how much time is given over to them? Problems and scenarios: what is the nature of the problems or scenarios and how will they be presented? Resources: what resources will be provided and how? Facilitation: how are the groups going to be facilitated and by whom?Learning space: what type of environment will the ses...

Development of students' activity through on-lecture assessment in electrical engineering

“…The students are required to take the theory exams, as these exams serve to qualify them for the next semester. The inability to assess higher order cognitive understanding and affective attributes via such kind of assessment are often cited [18], [19], [20]. When the sole purpose of assessment is to measure the ability of students to respond to the questions asked in the form of credits and examinations, it does not answer whether the students can apply that knowledge and use it in the real world [21].…”

Project-based collaborative learning of electrical engineering master students

“…The laboratory equipped by the leading companies in the field accompanies the study. It includes a number of test benches the most part of those supports the elearning on-site and off-site activities [23], [24], [25].…”

El trabajo en equipo, una herramienta para el aprendizaje

“…Este modelo favorece un aprendizaje memorístico ya que el estudiante recibe gran cantidad de información en poco tiempo, teniendo que ser capaz de procesar y reflexionar satisfactoriamente sobre su contenido. En dicho contexto surge la necesidad de un modelo de enseñanza-aprendizaje en el que las clases sean dialogadas; donde el profesor actúe de estimulador de la participación (Hsieh, 2008), (Vivas, 2006) -planteando actividades variadas (Powell, 2007) y formulando preguntas al alumnado-y el estudiante adopte un papel activo, fomentando el aprendizaje comprensivo (Balid, 2012), la aplicación de conocimientos y la toma de decisiones (Artal, 2012); de forma que la comunicación en el binomio profesor-estudiante sea bidireccional. En este nuevo modelo de enseñanza/aprendizaje, el rol del profesor cambia de la mera transmisión de conocimientos a los estudiantes, a ser el mediador en la construcción del propio conocimiento por parte de estos (Koh, 2010).…”

“…La incorporación de metodologías activas y colaborativas tales como: el Aprendizaje basado en Problemas o Proyectos -PBL-(Problem/Project Based Learning), Port-folio Docente -Pf-, el Método del Caso -MdC-, o el Problema Reto -CP-(Challenge Problem) permiten que el estudiante alcance un aprendizaje mucho más significativo asumiendo, a su vez, la responsabilidad de su propio aprendizaje y fomentando su aprendizaje de forma autónoma (Balid, 2012). Al mismo tiempo con la aplicación de este tipo de metodologías docentes el alumno desarrolla otro tipo de competencias genéricas y transversales (Hosseinzadeh, 2012), (Powell, 2007).…”