The impact of project-based learning on improving student learning outcomes of sustainability concepts in transportation engineering courses

Fini, Elham H.; Awadallah, Faisal; Parast, Mahour Mellat; Abu-Lebdeh, Taher

doi:10.1080/03043797.2017.1393045

Cited by 74 publications

(78 citation statements)

References 23 publications

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“…The implementation of brainstorming and project activities in sustainability concepts can improve self-efficacy, communication skills, teamwork, and high-order cognitive skills (Fini, Awadallah, Parast & Abu-Lebdeh, 2018). It is important to attract students in learning through projects related to material implementation.…”

Section: Resultsmentioning

confidence: 99%

“…Research on the use of PjBL has been proven to be successful in improving student achievement (Fini, Awadallah, Parast & Abu-Lebdeh, 2018), motivation (Chiang & Lee, 2016), and problemsolving skills (Fajarwati, Susilo & Indriwati, 2017;Tamba & Turnip, 2017). On the other hand, GI has been proven to reduce alternative student conceptions (Barthlow & Watson, 2014), improve laboratory skills (Nivalainen, Asikainen, & Hirvonen, 2013) and improve argumentation skills (Acar & Patton, 2012).…”

Section: Introductionmentioning

confidence: 99%

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Project-Based (PjBL) and Guided Inquiry Learning: Students’ Response to Rectilinear and Circular Motion Phenomena

2019

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The learning method is one of the essential factors that influence the success of learning. To build good quality learning, choosing the right method is a crucial step. This study aims to identify differences in student learning achievement by applying two learning methods, project-based learning (PjBL) and guided inquiry (GI) in rectilinear motion and circular motion. The quasi-experimental method was used in this study. The participants were selected by cluster random sampling consisting of two classes (36 students and 35 students) from one of the Vocational Schools in Surakarta. Data collected through multiple-choice tests and interviews were analyzed in descriptive and inferential statistics using ANOVA and t-test. The results show that there is an influence of the learning method on student learning achievement in which both the PjBL and GI method. Students who learned rectilinear motion and circular motion using PjBL got higher scores than the GI method. The implication of this research is as a teacher's reference in choosing learning methods relevant to the rectilinear motion and circular motion and its implementation is expected to improve student learning achievement.

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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Project-Based (PjBL) and Guided Inquiry Learning: Students’ Response to Rectilinear and Circular Motion Phenomena

2019

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“…In fact, mean student satisfaction has increased by almost one point, going from 1.58 (out of 5) to 2.4 in just one academic year. According to Fini et al (2017), the explanation is that applying knowledge to a real case is usually a motivating agent for students, with the subsequent increase in involvement and satisfaction.…”

Section: Findings and Discussionmentioning

confidence: 99%

“…The aim is for the MCE students to play an active role in organizing, scheduling, and implementing a solution that may work in the real world (Blumenfeld et al 1991). Fini et al (2017) claim it is very complex to compare different learning models, especially if we focus on comparing learning results. Nonetheless, several authors have highlighted that PBL offers a set of advantages such as improved quality of student knowledge, easier acquisition and application of knowledge, and the development of a positive attitude towards learning, etc.…”

Section: Related Work: Project Based Learning Approach On Human Capitmentioning

confidence: 99%

Enhancing Entrepreneurship Education in a Master’s Degree in Computer Engineering: A Project-Based Learning Approach

Arias

Barba‐Sánchez

Carrión

et al. 2018

Administrative Sciences

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New master's degrees in computer engineering, designed according to Spanish government requirements, include both technical and business subjects to provide advanced knowledge compared to undergraduate studies. In spite of acquiring this advanced knowledge, our students are not always aware of the significant added value and the positive elements the master's degree provides for their future professional careers. Moreover, we have observed that students regard the different subjects as isolated blocks of knowledge. To tackle these problems, we have carried out a learning experience based on the creation of a technology-based enterprise (TBE) through the development of a common project (CP). Drawing on project-based learning (PBL) methodology, the CP consists of the identification, development, and final oral presentation of a business model. It aims to utilize sensor data and analysis in different domains. The experience has been highly positive, reducing the gap between studies and business practice, and increasing coordination among teachers. A key issue is that all the subjects of the master's degree are involved in this learning experience. In addition, results show a high level of satisfaction with the master's degree, compared to other similar courses.

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“…Tsai et al [18,19] developed a serious game-based package for disaster-related engineering education, and Clark et al [20] explored the feasibility and effectiveness of utilizing blended and flipped instructions for numerical methods courses. Project-based teaching methods have also been implemented in engineering education [21][22][23].…”

Section: Active Learning In Engineering Educationmentioning

confidence: 99%

A Peer Review System for BIM Learning

Tsai

2019

Sustainability

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This research proposed a peer review system for the instruction of building information modeling (BIM). With the rapid growth of BIM technology, 3D modeling has become an essential skill for civil engineers. However, it is difficult for an engineer to gain 3D modeling skills through conventional lecture-based learning. The peer review approach has been recently introduced as an educational method and is widely utilized to promote learners' active learning that is hard to teach using conventional approaches; however, no peer review system has been developed thus far for teaching 3D modeling. Therefore, this research developed a peer review system for 3D modeling courses and proposed guidelines for developing a peer review-based BIM course. Additionally, this study developed a web-based reviewing system, which allows the learner to review others' works online. The system was implemented in an undergrad-level course for validation. The results revealed that using the peer review system for 3D modeling instruction can help learners to gain more detailed skills; it also allows learners to learn from others' works. The system can also help the instructor to identify potential mistakes that the students may make while constructing the BIM model and to make continuous improvements for future courses.

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The impact of project-based learning on improving student learning outcomes of sustainability concepts in transportation engineering courses

Cited by 74 publications

References 23 publications

Project-Based (PjBL) and Guided Inquiry Learning: Students’ Response to Rectilinear and Circular Motion Phenomena

Project-Based (PjBL) and Guided Inquiry Learning: Students’ Response to Rectilinear and Circular Motion Phenomena

Enhancing Entrepreneurship Education in a Master’s Degree in Computer Engineering: A Project-Based Learning Approach

A Peer Review System for BIM Learning

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