BLDC Motor-Driven Fluid Pumping System Design: An Extrapolated Active Learning Case Study for Electrical Machines Classes

Introducing Project Based Learning for Teaching and Learning Electrical Drives: A case of UPV

“…However, a negative impact on the student confidence, some reluctance on part of the students or a negative perception on the student work-load can also be expected as a result of the introduction of the methodology, as reported in that study. Some references can be cited also reporting more concrete experiences of this kind of methodology change: [13] reports an improvement both in student outcomes attainment and grades, [14] remarks the positive boost on student outcomes attainment and in the employer's perception of the students involved, beyond the improvement on subject proficiency or in critical thinking abilities, or [15] the improvement of student motivation towards the subject as well as in the subject grades and on critical thinking abilities. It is also convenient to consider the student viewpoint, as in [16], which analyzes the introduction of this kind of active methodologies from with this perspective and remarks that, in spite of the expected drawbacks like the work-load increase, the risk of a more superficial learning or the difficulties associated to the evaluation, it results in a high student satisfaction with the change or its ability to improve the students abilities and attitude towards learning.…”

Improving Student Outcomes Attainment by Project Based Learning in Electrical Machines

“…However, this study also describes a negative impact on the student confidence, some reluctance on part of the students or a negative perception on the student work-load change. As more concrete experiences of this kind of methodology change, [13] reports an improvement both in student outcomes attainment and grades, [14] remarks the positive boost on student outcomes attainment and in the employer's perception of the students involved, beyond the improvement on subject proficiency or in critical thinking abilities, and [15] the improvement of student motivation towards the subject as well as in the subject grades and on critical thinking abilities. On the other hand, [16] analyzes the introduction of this kind of active methodologies from the students viewpoint and remarks that, in spite of the expected drawbacks like the workload increase, the risk of a more superficial learning or the difficulties associated to the evaluation, it results in a high student satisfaction with the change or its ability to improve the students abilities and attitude towards learning.…”