Application of problem-based learning method for a course on modeling and control of electric drives

Rekola, Jenni; Messo, Tuomas

doi:10.1109/iecon.2017.8216607

Cited by 4 publications

(9 citation statements)

References 18 publications

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“…Similar endeavors to integrate PjBL in engineering education were successfully carried out at Aalborg University [24], Tampere University of Technology [25], and University of Malaysia [26]. However, these studies lacked any direct student survey to obtain student feedback to assess the quality of their learning experience.…”

Section: Literature Reviewmentioning

confidence: 99%

Sustainability of Project-Based Learning by Incorporating Transdisciplinary Design in Fabrication of Hydraulic Robot Arm

et al. 2021

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Wider acceptance of project-based learning (PjBL) in the tertiary education industry has been obstructed by its resource-intensive nature. This paper introduces a transdisciplinary variant of PjBL for undergraduate engineering students through a multidisciplinary complex engineering problem requiring the design and fabrication of a hydraulic robot arm. The robotics-inspired transdisciplinary PjBL variant was first evaluated through student feedback using the Chi-square hypothesis test, which, at Chi-square (4, N = 101) = 129.12; p < 0.05, revealed a statistically significant difference in the proportion of the student feedback in favor of the PjBL for sustainability of transdisciplinary project-based learning. Furthermore, the students’ PjBL and PbBL scores were subjected to the Mann–Whitney U test which concluded the effectiveness of PjBL against PbBL with statistical significance, U(N = 101) = 192.00, z = −11.826, p < 0.05. The results indicate that the novel transdisciplinary project-based learning (PjBL) approach develops students’ practical engineering knowledge spanning multiple disciplines, thereby resulting in a sustainable concept of project-based learning.

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Section: Literature Reviewmentioning

confidence: 99%

Sustainability of Project-Based Learning by Incorporating Transdisciplinary Design in Fabrication of Hydraulic Robot Arm

et al. 2021

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“…One of the most important building blocks of MPL is project-based learning (PBL), which is also one of the most popular teaching models that help students in applying the competencies they have acquired during the course on real-life problems. PBL relies on an active, integrated, and constructive process in learning, influenced by social and contextual factors, which is very important in developing competencies in students for an enhanced sustainable future [16][17][18]. The PBL teaching approach should include the following characteristics: student-centered learning, small student groups learning, teacher as a mentor or guide, encountering authentic problems before any preparation, problems used as a tool to achieve the required knowledge, and self-directed learning to acquire new knowledge [9,18].…”

Section: Educational Strategy In Pblmentioning

confidence: 99%

“…PBL relies on an active, integrated, and constructive process in learning, influenced by social and contextual factors, which is very important in developing competencies in students for an enhanced sustainable future [16][17][18]. The PBL teaching approach should include the following characteristics: student-centered learning, small student groups learning, teacher as a mentor or guide, encountering authentic problems before any preparation, problems used as a tool to achieve the required knowledge, and self-directed learning to acquire new knowledge [9,18]. The successful implementation of PBL into engineering education done in Aalborg University, Denmark can be taken as a reference [18][19][20].…”

Section: Educational Strategy In Pblmentioning

confidence: 99%

“…The PBL teaching approach should include the following characteristics: student-centered learning, small student groups learning, teacher as a mentor or guide, encountering authentic problems before any preparation, problems used as a tool to achieve the required knowledge, and self-directed learning to acquire new knowledge [9,18]. The successful implementation of PBL into engineering education done in Aalborg University, Denmark can be taken as a reference [18][19][20].…”

Section: Educational Strategy In Pblmentioning

confidence: 99%

“…The MPL incorporates PBL and thus requires clear and precise guidelines, involving teamwork and adapting the students' prior knowledge [21]. PBL believes in collaboratively working in groups to solve problems, with the teacher only being a facilitator of collaborative learning [16][17][18]22]. In addition, students are equipped with critical thinking and creative skills [17,22].…”

Section: Educational Strategy In Pblmentioning

confidence: 99%

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Case Study to Analyze the Impact of Multi-Course Project-Based Learning Approach on Education for Sustainable Development

et al. 2020

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This work presents a multi-course project-based learning (MPL) approach implemented using two electrical engineering (EE) interdisciplinary undergraduate courses at Qatar University. Implementing an MPL approach helps in the development of critical thinking and collaborative decision-making skills. The attainment of these skills is also the outcome of education for sustainable development (ESD); the skills help students acquire the knowledge, attitudes, and values necessary to shape a sustainable future. The participating students’ worked on a design project, which was used to assess the fulfillment of a set of student learning outcomes (SLOs), focusing on engineering soft skills and project management skills. The skills include the ability to communicate effectively, to work collaboratively in a team, to think both critically and creatively, and to manage projects efficiently with realistic constraints and standards. The challenges of implementing the MPL method are the organization of pedagogical activities that are planned for each of the courses involved, the coordination of the materials delivered by each course, and the supervision of around 90 students per year performing the MPL method. The experience of MPL deployment in the EE program was rated using student surveys. It was assumed that the MPL approach would be beneficial to the students based on the instructors’ and students’ feedback from the same courses in previous years. This was verified using chi-square statistics of the survey results. The implementation of the MPL also helped in increasing the average marks scored by the students in the design project. Some interesting feedback, statistical analyses, and improvement actions are reported for future upgrades. This work also contributes to the MPL pragmatic body of knowledge by exploring a successful initiative and its outcomes, which can help in attaining the skills needed for ESD.

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Integrating project-based learning in an Electrical Machines course

Cobos-Torres

Arias

Jimenez

et al. 2019

2019 International Symposium on Engineering Accreditation and Education (ICACIT)

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Application of problem-based learning method for a course on modeling and control of electric drives

Cited by 4 publications

References 18 publications

Sustainability of Project-Based Learning by Incorporating Transdisciplinary Design in Fabrication of Hydraulic Robot Arm

Sustainability of Project-Based Learning by Incorporating Transdisciplinary Design in Fabrication of Hydraulic Robot Arm

Case Study to Analyze the Impact of Multi-Course Project-Based Learning Approach on Education for Sustainable Development

Integrating project-based learning in an Electrical Machines course

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