Engaging distance and on-campus students in problem-based learning

Abstract

The University of Southern Queensland in Australia offers multiple entry pathways to a suite of integrated programs delivered to oncampus and distance education students. The programs cover 2 to 5 years in 9 majors.

Development cooperation as methodology for teaching social responsibility to engineers

“…The project was an effort to respond to the paradigm shift transitioning the focus in higher engineering education from learning outcomes to the learning process, moving education from didactic to more student-centred approaches, such as cooperative and experiential learning (Brodie andPorter 2008, Fernandez et al 2009). This also serves the aim of reducing traditional emphasis on the mere transmission of knowledge while encouraging students to understand, investigate and solve problems (Sanchez et al 2008).…”

Can and Should Social Competence be Taught to Engineers?

“…[34] Such student-centred learning can materialize through peer assistance, support, and mentoring which have been identified as means of encouraging students to take responsibilities extending beyond their own specific field to promote active rather than reactive learning. [35] Further, self-management strategies enhance individuals' ownership and control and increase personal responsibility and accountability for outcomes. An empowering classroom culture promotes self-knowledge by liberating students to explore themselves as learners.…”

“…If the trend towards accentuation of working life competences serves as the first emerging requirement, a second paradigm shift can be detected in the transition of focus from learning outcomes to the learning process, moving education from didactic to more student-centred approaches such as cooperative and experiential learning. [30], [31] This serves the aim of reducing the traditional emphasis on knowledge transmission while encouraging students to understand, investigate, and solve problems. [32] Third, as personal attributes, behaviours and traits are becoming acknowledged as factors decisive in recruitment and career advancement, universities are challenged to move away from the dissemination of facts to a more holistic education securing a wider configuration of student competencies.…”

“…The traditional education that demands memorisation and application of course material has turned graduates into competent problem-solvers that possess a good memory, but as the professional skills set is changing, we urge the incorporation of socio-emotional competence. [33] The section below will propose methodology for facilitating and supporting the development of engineers' socio-emotional skills in the classroom.…”

Mapping Learning Outcomes and Assignment Tasks for SPIDER Activities

“…All students are allocated to teams [23] and via electronic communication media undertake, as a team, finding solutions to a number of open ended contextual problems. The assessment in each of the courses vary in accordance with the specific course learning objectives but the underlining approach of the assessment structure is that students undertake an assignment task, receive feedback and then submit an updated version of the assignment.…”