Implementing PBL in a Concrete Construction Course

Hu, Jiong; Ortiz, Araceli Martínez; Sriraman, Vedaraman

doi:10.18260/1-2--20599

Cited by 6 publications

(7 citation statements)

References 15 publications

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“…The specifics and requirements of the project utilized in CIM 4340 can be seen in the citation by Hu et al (2014).…”

Section: Assessment Methodologymentioning

confidence: 99%

“…Since the introduction of PBL in both courses, each year the PBL implementation was refined based on the assessment of student learning and instructor reflections from the previous year. A previously publication, discusses the initial implementation of the PBL in the CIM 4340 course (Hu, 2014), however, the focus of this study is on the assessment of PBL and particularly in concrete construction courses.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Assessing the Effectiveness of Problem-Based Learning Across Two Concrete Construction Courses

Torres¹,

Hu²,

Sriraman³

et al. 2022

INT J INSTRUCTION

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“…The specifics and requirements of the project utilized in CIM 4340 can be seen in the citation by Hu et al (2014).…”

Section: Assessment Methodologymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Assessing the Effectiveness of Problem-Based Learning Across Two Concrete Construction Courses

Torres¹,

Hu²,

Sriraman³

et al. 2022

INT J INSTRUCTION

Self Cite

View full text Add to dashboard Cite

show abstract

“…The fourth most common difficulty, "Working with less autonomous students" is also mentioned by Chen et al (2020) and other researchers, who noted that in the self-learning process, students have difficulties with identifying problems and transferring knowledge into practical solutions (Ahern, 2010;Bledsoe & Flick, 2012;Hu, Ortiz & Sriraman, 2014;Lutsenko, 2018). In this sense, Said, Adikan, Mekhilef and Abdrahim (2005: page 135) state: "One of the most pertinent questions to address is how to successfully instill a habit of critical thinking in students.…”

Section: Instructor Perception Of the Difficulties And Challenges When Using Pbl/pjblmentioning

confidence: 97%

Engineering instructor perception of problem- and project- based learning: Learning, success factors and difficulties

Mujika

Aginako

Garikano

et al. 2021

J. Technol. Sci. Educ.

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This work considers three research objectives: to analyze the perception of instructors of the incidence of PBL/PrBL on content learning and skill development; to identify the success factors that they believe promote learning when using them, as well as their importance; and to identify the difficulties they face, and the frequency with which they occur. The responses to a questionnaire administered to 50 instructors who participated in a specific training program were analyzed. The results show that the instructors’ perception is that both models contribute to a better understanding of the contents with regard to their practical application, and to a high level of skill development in their students, with the most favored being group work, decision-making, autonomous learning and problem solving. The instructors consider important success factors to be student involvement in their own learning from the very beginning, feedback from the professor, the tasks having been well-designed and team work and cooperation among students. The most common difficulties identified in our study correspond to the excessive workload associated with monitoring the students, and managing and developing within the established time the planning of their tasks and activities, although there is a medium level of incidence in this regard, and it may be due to the characteristics of the training program received. Exploring these aspects in greater depth in future investigations could facilitate the development of more effective teaching practices.

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“…Another vital requirement of PBL might be self-learning skills, and some scholars assume that it is hard for EARLY VIEW Examining the Application of a Similar Problem-Based Learning Procedure students to solve real-life problems in a self-learning process (e.g. Bledsoe & Flick, 2012;Hu et al, 2014;Lutsenko, 2018). More importantly, students need to reflect on their own progress and achievements to obtain efficacious learning gains from PBL (Gratchev & Jeng, 2018).…”

Section: Introductionmentioning

confidence: 99%

Examining the Application of a Similar Problem-Based Learning Procedure in Teacher Education and Engineering Education Programs

Turhan,

Kirkgöz

2024

JPBLHE

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This multiple case study aims to describe how Turkish students in English Language Teaching (ELT) and Electrical-Electronics Engineering Program (EEP) conceive of Problem-based Learning (PBL), and how they experience their studies within a PBL-oriented curriculum. With the inclusion of these two cases into the study, the rationale is to represent two different educational perspectives and to obtain in-depth, extensive, and comparable data. The participants from the ELT and EEP were first-year students who pursued courses in English, which is taught as a foreign language in Turkiye. During one semester, the data were collected through open-ended questionnaires and reflection reports, both of which were analyzed qualitatively with an interpretative phenomenological approach. The results revealed commonalities as well as differences in how students in these two comparable programs perceived and experienced PBL. Commonalities were many in number and involved positive perceptions along with beneficial experiences of PBL. Yet, differences only stemmed from the number of frequencies of some similar issues raised by both groups of students. The most eye-catching difference was that the EEP students emphasized the anticipated benefits of PBL less frequently than the ELT students did. However, at the end of the process, the EEP students proposed benefits gained from PBL more frequently.

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Implementing PBL in a Concrete Construction Course

Cited by 6 publications

References 15 publications

Assessing the Effectiveness of Problem-Based Learning Across Two Concrete Construction Courses

Assessing the Effectiveness of Problem-Based Learning Across Two Concrete Construction Courses

Engineering instructor perception of problem- and project- based learning: Learning, success factors and difficulties

Examining the Application of a Similar Problem-Based Learning Procedure in Teacher Education and Engineering Education Programs

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