Prospects of Problem and Project Based Learning Blend for Fourth Industrial Revolution Ready Electronics Engineering Programmes in Nigerian Universities

Abstract

The application of electronics has attained a level where humanity cannot do without electronics however, the study of electronics is not without challenges considering the complex and abstract nature of the course. The obsolete teaching/learning facilities and methods in Nigerian universities has been a major challenge for the past four decades, thus resulting to high level of unemployment and lack of industrial and economic development. Various instructional innovations have been introduced in the teaching and learning processes to cushion the complexity and abstractness of electronics engineering programmes with each of the methods having its limitations. This study seeks to explore how a blend of problem and project-based learning could lead to the acquisition of the desired competencies of electronics engineering based on the needs of the 21st century industry and the emerging fourth industrial revolution (4IR). To this effect, various problem and project-based learning features like: problem identification and analysis, information gathering, critical thinking, teamwork, effective communication, leadership and continues learning were visited based on the previous research findings. It was concluded that, the features can produce the desired electronics engineering skills that could meet the needs of the 21st century Industry and the 4IR. all aspects of human activity such as entertainment, information/communication, transportation, education, healthcare services, banking and finance, economy, production and manufacturing cannot be quantified. These benefits, coupled with the complex and abstract nature of electronics (both hardware and software) has placed more demand on the study of the course. For instance, when concepts like the movement of electrons in circuits, diodes, transistors, resistors, capacitors, inductors and recently, Nano-devices are taught, students find the understanding more complex due to the abstract and invisible nature of electrons. All these, couple with the mathematical nature of electronics makes many students shy away from the course.For decades, researchers have been exploring various teaching and learning methods that could not only make the study of electronics interesting to learners but also enjoyable. It is to this effect that this study seeks to explore the instructional potentials of blending problem-based learning (PbBL) and project-based learning (PjBL) based on the needs of the existing and future industry. The study reviews various research findings in PbBl and PjBL to come out with a model that could be used to teach electronics engineering programs in Nigerian Universities and beyond.

Essential skills and strategies in higher education for the Fourth Industrial Revolution: A systematic literature review

“…2020;Jordaan, Havenga, and Bunt 2021). Employing teaching-learning strategies allows students to develop learner autonomy and self-directed abilities (Akor et al 2018;Zainuddin and Perera 2018). For example, problem-based learning requires student engagement in identifying and analysing a problem, gathering relevant resources, developing a suitable solution, and consequently enhancing self-directed learning skills (Latada and Kassim 2017;Savery 2015).…”

“…For example, problem-based learning requires student engagement in identifying and analysing a problem, gathering relevant resources, developing a suitable solution, and consequently enhancing self-directed learning skills (Latada and Kassim 2017;Savery 2015). Such strategies allow for the application of knowledge in real-world contexts for the development of skills needed by society (Akor et al 2018).…”

“…Set clear objectives, learner autonomy and self-directed learning, continuous and lifelong learning, intellectual curiosity, initiative for learning Akor et al (2018), Briede and Popova (2020), Deloitte (2018), Kamaruzaman et al (2019), Penprase (2018), WEF (2019), Zainuddin and Perera (2018), Cognitive and reflective competences Higher-order thinking, computational and innovative thinking, construction of own knowledge, entrepreneurial skills and business skills. Reflective thinking and metacognitive skills Aoun (2017), Chiaka ( 2018 The next section outlines the research methodology and processes involved in the systematic literature overview.…”

“…Malaysia, Turkey and Korea emphasised that the blended-learning strategy promotes development of SDL skills (Akor et al 2018;Uz and Uzun 2018;Noh and Kim 2019). For instance, Uz and Uzun (2018) argued that SDL of students were improved when they were exposed to a blended learning context.…”

Appreciating Green Radio Communication Network Systems in a Problem-Oriented Project-Based Learning Environment. A Theoretical Framework

“…With the existing mobile communication's architecture that is less energy efficient, there is a growing public call for green concepts like green radio communication networks (GRCN) which is attracting much interest in the industry and university research. This call for a systematic and logical instructional approach in the teaching and learning of GRCN system hence Problem-Oriented Project-Based Learning (POPBL), which is a hybrid of Problem-Based Learning (PbBL) and Project-Based Learning (PjBL) [5]. This article is a content review of related works on GRCN development process and how best, POPBL could be utilized in developing generic skills in the in GRCN.…”