Project-based learning in Geotechnics: cooperative versus collaborative teamwork

Pinho-Lopes, Margarida; Macedo, Joaquim

doi:10.1080/03043797.2015.1056099

Cited by 17 publications

(11 citation statements)

References 25 publications

(22 reference statements)

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“…These criticisms relating to group formation align with previous findings in engineering research (Pinho-Lopes & Macedo, 2016), in that facilitators opt for heterogeneous groups as means of diversifying the group dynamics. Furthermore, they lend some credence to Kirschner, Sweller & Clark's (2006) criticism of constructivist pedagogy.…”

Section: Theme 4: Value Of Peer Learningsupporting

confidence: 71%

Civil Engineering 4 Real (CE4R): co-curricular learning for undergraduates

Murray

Hendry

McQuade

2019

European Journal of Engineering Education

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Vocational disciplines such as engineering provide an ideal opportunity for contextualising the curriculum. The provision of co-curricular activities can stimulate students to assimilate their prior knowledge and skills whilst enhancing employability attributes. Team-based cocurricular activities linked to problem-based learning (PBL) can offer students a quasiauthentic experience of engineering practice. In this paper, we provide a case study of a successful co-curricular initiative supported by local civil engineering employers. Civil Engineering 4 Real (CE4R) are evening workshops facilitated by practicing engineers, where student attendance is voluntary. Students use authentic documentation and collaborate in peer learning to solve industrial problems. CE4R has assisted student's anticipatory socialisation into their disciplinary profession. However, further research is required to establish the cognitive legacy that students gain from attending CE4R. There is also a need to explore the industrial experience within the UK higher education landscape (Tennant et al, 2015; Foster et al, 2017;Pilcher et al, 2017) and anecdotal evidence suggests that this can compromise the authenticity of the learning and assessment regime within an engineering curriculum.Academic role models tend to display research identities rather than the industrial disciplinary identities that would assist students to learn through mirroring "real-life situations and require the practising of the ways of thinking and problem solving employed by actual experts in relevant fields" (Kreber, 2013, p.19).In light of these issues, the current paper is organised as follows. In the next section, we examine the call for HE to recognise the value of co-curricular/extra-curricular learning and the concept of hybrid problem-based learning (PBL). This is followed by an introduction to the Civil Engineering 4 Real (CE4R) initiative; a co-curricular series of evening workshops designed to combine prior curricular knowledge with real-life engineering problems and scenarios. The next section provides a justification for our research methodology whereupon we draw insights from selected student feedback. The following section provides a discussion of four key findings from our analysis (relevant learning; links (and gaps) identified between CE4R sessions and curriculum; importance/appreciation of problems being 'real'; value of team work) before we offer our overall conclusions to the research. Co-curricular learning: a hybrid problem/project-based approachThere has been a growth in the number of references made to what students do outside the formal curriculum. Whilst some researchers (Wankel & Wankel, 2016) view co-curricular and extra-curricular as having interchangeable meaning, when we refer to 'co-curricular' we mean extensions of the disciplinary learning experience whereby students are able to assimilate knowledge and skills related to their professional practice within an academic programme.'Extra-curricular' refers to activities that may be coordi...

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Section: Theme 4: Value Of Peer Learningsupporting

confidence: 71%

Civil Engineering 4 Real (CE4R): co-curricular learning for undergraduates

Murray

Hendry

McQuade

2019

European Journal of Engineering Education

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“…Two ideas formed the starting point for developing the WEW: participants should be immersed in a project-based research activity and they should be working in teams. Project-based learning (PBL) can be categorised as inductive teaching, with students taking ownership of their own learning and it is ideal for teamwork, collaborative, and cooperative experiences, 16 which are all very important in the engineering workplace. 17 The first step taken to start developing the core of the WEW programme was to define the intended learning outcomes (ILOs) of the experience for the participants.…”

Section: Methodsmentioning

confidence: 99%

Development and delivery of a work experience week programme for mechanical engineering

Gonzalez-Buelga

Renaud-Assemat

Selwyn

et al. 2020

International Journal of Mechanical Engineering Education

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This paper focuses on the development, delivery and preliminary impact analysis of an engineering Work Experience Week (WEW) programme for KS4 students in the School of Civil, Aerospace and Mechanical Engineering (CAME) at the University of Bristol, UK. Key stage 4, is the legal term for the two years of school education which incorporate GCSEs in England, age 15–16. The programme aims to promote the engineering profession among secondary school pupils. During the WEW, participants worked as engineering researchers: working in teams, they had to tackle a challenging engineering design problem. The experience included hands-on activities and the use of state-of-the-art rapid prototyping and advanced testing equipment. The students were supervised by a group of team leaders, a diverse group of undergraduate and postgraduate engineering students, technical staff, and academics at the School of CAME. The vision of the WEW programme is to transmit the message that everybody can be an engineer, that there are plenty of different routes into engineering that can be taken depending on pupils’ strengths and interests and that there are a vast amount of different engineering careers and challenges to be tackled by the engineers of the future. Feedback from the participants in the scheme has been overwhelmingly positive.

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“…Table I Table II revealed that the top three institutions that contributed to the research on PBL during this period were the National Taiwan Normal University (12/522, 2.299%), the University of Hong Kong (12/522, 2.299%), and Stanford University (10/522, 1.916%). Table IV listed the top ten most cited references on PBL [6], [20]- [28]. The number one reference was cited 312 times (the Technology, Vol.…”

Section: Methodology and Datamentioning

confidence: 99%

“…Through collaborative teamwork, learners develop a positive opinion of the PBL model [6]. PBL promotes learner competencies, such as practical self-learning, critical and self-critical capacity, teamwork, and professional knowledge [7].…”

Section: Introductionmentioning

confidence: 99%

A Scientometric Review of the Current Status and Emerging Trends in Project-Based Learning

Li¹,

Lai²,

Chen³

2017

IJIET

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Abstract-Project-based Learning (PBL) is an effective teaching and learning method, it can promote the performance of the learner to adapt the future work environment. The aim of this study is to provide a perspective on PBL that identify the current status, emerging trends, and certain important themes. By mining the database of Web of Science (WoS), the study had collected 522 references about PBL. By utilizing the application software of WoS and CiteSpace to analyze the data, the study had identified the current status and main emerging trends of PBL. The hottest trends and most popular topics over the past 20 years were discussed. The most popular topics of PBL includes: "the changing global economy", "project ecologies", "flexible environment", "collaborative teamwork", "enhanced graduate attribute", "teacher belief", "engineering design thinking", and "community involvement" etc. Finally, the findings from this study can provide a knowledge map to researchers and practitioners for future work.Index Terms-Project-based learning (PBL), web of science (WoS), CiteSpace.

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Project-based learning in Geotechnics: cooperative versus collaborative teamwork

Cited by 17 publications

References 25 publications

Civil Engineering 4 Real (CE4R): co-curricular learning for undergraduates

Civil Engineering 4 Real (CE4R): co-curricular learning for undergraduates

Development and delivery of a work experience week programme for mechanical engineering

A Scientometric Review of the Current Status and Emerging Trends in Project-Based Learning

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