An Educational Laboratory Approach for Hybrid Project-Based Learning of Synchronous Machine Stability and Control: A Case Study

Magnus, Douglas de Matos; Carbonera, Luis Felipe Bianchi; Pfitscher, Luciano Lopes; Farret, Felix A.; Bernardon, Daniel Pinheiro; Tavares, Amélia

doi:10.1109/te.2019.2956909

Cited by 25 publications

(14 citation statements)

References 21 publications

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“…When learners build projects, those projects are generally interdisciplinary, requiring students to solve problems by adopting multiple disciplines (Sormunen et al., 2020; Zheng et al., 2020). Several studies have shown that it is a potential learning mode to help students learn and to enhance their motivation and thinking (Chelagat et al., 2020; Magnus et al., 2020). PBL can be conducted not only for individual learning but also for collaborative learning (Lin & Reigeluth, 2016; Mora et al., 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

Effects of the group‐regulation promotion approach on students’ individual and collaborative learning performance, perceptions of regulation and regulation behaviours in project‐based tasks

Lai

2021

Brit J Educational Tech

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Group regulation has been recognised as an important factor affecting students' performances in project-based learning. However, students often experience unsuccessful project outcomes due to several factors, such as unfocused negotiation and lack of project monitoring.In this study, a group regulation promotion approach was developed. The proposed approach consisted of a group-regulated learning module that allows students to set learning goals, divide work and adjust their learning progress. There is also a platform for students to share their learning goals, observe others' work and discuss with their peers. To evaluate the effectiveness of the proposed approach, a 6-month experiment was conducted in a higher education context. A total of 50 undergraduate students aged 19-20 years old participated in this research. One class assigned as the experimental group learned with the proposed approach, whereas the other class assigned as the control group learned with the collaborative project-based learning approach.The results revealed that the proposed approach benefited the students' group learning performance, individual learning performance and their perception of group | 2279

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Section: Literature Reviewmentioning

confidence: 99%

Effects of the group‐regulation promotion approach on students’ individual and collaborative learning performance, perceptions of regulation and regulation behaviours in project‐based tasks

Lai

2021

Brit J Educational Tech

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“…Additionally, HPjBL benefits students in the following ways: (1) increased attendance, increased self-reliance, and a more positive attitude toward learning (Thomas, 2000); (2) academic benefits are comparable to or superior to those generated by alternative models, with students involved in the project taking greater ownership of their learning than they do during more traditional classroom activities (Boaler, 1997); (3) opportunities for the development of sophisticated skills such as critical thinking, problem-solving, collaboration, and communication; (4) increased access to a broader range of educational opportunities in the classroom, as well as strategies for engaging culturally diverse students (Railsback, 2002). HPjBL positively affected student learning and grades because it enhanced students' critical thinking and problem-solving abilities, increased peer-to-peer discussion opportunities during group HPjBL activities, and increased students' interest and motivation to learn through practical engineering applications (Magnus et al, 2020). Based on the findings of research and literature from various sources, the astounding conclusion that HPjBL can improve learning outcomes can be drawn.…”

Section: Results Of Calculations Posttest Control Class and Experimen...mentioning

confidence: 99%

Innovation on Education and Social Sciences

Maureen¹,

Imah²,

Savira³

et al. 2022

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Concrete structure is a compulsory course in Civil Engineering. The problem that occurs is that students do not understand the basics of structural analysis. A media that connects fundamental structural analysis with concrete structures have not yet been developed. The purpose of this research is to develop interactive IT-based learning media in this subject. This research is development research. The data collection was conducted with testing and questionnaires that were then analyzed by using quantitative descriptive techniques. The results of this study are as follows:(1) the results of student responses get an average score of 45.1 and are in the very good category;(2) the student learning outcomes test has an average value of 74.84; (3) the concrete structure of learning media that needs to be improved is the appearance of the color composition to make it more attractive. CONCLUSIONS ConclusionsBased on the results of research and discussion, it can be concluded as follows.-The results of student responses to the concrete structure learning media got a total score of 1489, with an average of 45.1, which falls in the very good category. -Student learning outcomes test after the application of concrete structure learning media had an average score of 74.84, a minimum score of 60, and a maximum value of 90. -In terms of feasibility, the concrete structure learning media is feasible to use, and what needs to be improved is the appearance of the color composition to make it more attractive. SuggestionsBased on the conclusions above, several things can be suggested, as follows:-Students like learning with interesting media, so they feel happy in learning, for that each subject needs to be have interesting media and make it easier for students to learn. -The institution should provide training in making media, to improve the quality of learning media for each lecturer. -Students should make good use of the advances in technology and media that have been provided with positive things, such as accessing learning materials on the web, e-learning, journals, and e-books, and so on. -Future research should be conducted with more in-depth research on concrete structure learning media in other ranges of material and with a more attractive appearance. REFERENCES

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“…The ability to solve environmental problems is then developed in students through access to digital natural laboratories. Digital nature laboratories affected the development of problem-solving skills by applying a theory [51]. Practical learning can help achieve a meaningful learning process [52], [53].…”

Section: Discussionmentioning

confidence: 99%

Developing Digital Natural Laboratory Based on Edutourism for Environmental Geography

2023

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This study aimed to develop products and test the utility of the natural laboratory based on eco-spatial edutourism. This research was developed in three stages: 1) product development using five steps in the ADDIE model: Analysis, design, development, implementation, and evaluation, 2) conducting validation tests from learning experts, and 3) conducting limited trials in small groups. The research subjects were students of Geography Education study program, State University of Malang, in the environmental course in the academic year 2019/2020. The data were analyzed using the percentage table. The results showed: 1) the digital natural laboratory based on eco-spatial edutourism was valid by the expert validators, 2) the digital natural laboratory based on eco-spatial edutourism qualified for use in higher education learning.

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An Educational Laboratory Approach for Hybrid Project-Based Learning of Synchronous Machine Stability and Control: A Case Study

Cited by 25 publications

References 21 publications

Effects of the group‐regulation promotion approach on students’ individual and collaborative learning performance, perceptions of regulation and regulation behaviours in project‐based tasks

Effects of the group‐regulation promotion approach on students’ individual and collaborative learning performance, perceptions of regulation and regulation behaviours in project‐based tasks

Innovation on Education and Social Sciences

Developing Digital Natural Laboratory Based on Edutourism for Environmental Geography

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