<i>Retracted</i>: Learning in troubleshooting of automotive braking system: A project‐based teamwork approach

Liang, Janus S.

doi:10.1111/j.1467-8535.2011.01182.x

Cited by 11 publications

(12 citation statements)

References 33 publications

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“…For example, in chemical engineering, Gurmen and colleagues [18] discussed an interactive computer module for MicroPlant that encourage and promote students to troubleshoot. In a different study, Liang [19] has discussed a web-based learning framework that engages engineering students in troubleshooting in automotive braking systems.…”

Section: Engineering Design: Troubleshootingmentioning

confidence: 99%

Examining Children’s Engineering Practices During an Engineering Activity in a Designed Learning Setting: A Focus on Troubleshooting (Fundamental)

Ehsan¹,

Leeker²,

Cardella³

et al.

2018 ASEE Annual Conference &Amp; Exposition Proceedings

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Hoda is a Ph.D. student in the School of Engineering Education, Purdue. She received her B.S. in mechanical engineering in Iran, and obtained her M.S. in Childhood Education and New York teaching certification from City College of New York (CUNY-CCNY). She is now a graduate research assistant on STEM+C project. Her research interests include designing informal setting for engineering learning, and promoting engineering thinking in differently abled students in informal and formal settings.

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Section: Engineering Design: Troubleshootingmentioning

confidence: 99%

Examining Children’s Engineering Practices During an Engineering Activity in a Designed Learning Setting: A Focus on Troubleshooting (Fundamental)

Ehsan¹,

Leeker²,

Cardella³

et al.

2018 ASEE Annual Conference &Amp; Exposition Proceedings

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“…However, among these, project-based-learning (PBL) emphasizes students' learning by placing them in the real world context to solve real problems. 4 Furthermore, PBL immerses students in a teamwork environment where they work in cooperation towards commonly agreed upon goals. 5 There are several approaches in PBL where the duration of the project, the size of a team and the cooperation methods of the team members are different from one another.…”

Section: Introductionmentioning

confidence: 99%

Implementing consecutive project-based learning in an antenna and propagation course

Aydin

Kalayci

2015

International Journal of Electrical Engineering & Education

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In this study, a 'consecutive-project-based learning' structure applied to the antennas and propagation course is introduced. The first project, carried out with the faculty of management, aims to familiarize the teams with the challenges of 'real life tender-like conditions'. In the following three projects, teams perform their assigned antenna projects. Each team researches the theoretical background, studies the main parameters of antennas and evaluates them. After designing, simulating, specifying the testing requirements of the antennas, each team makes one financial and one time budget. At the end of the term, each team makes a presentation to a jury. Finally, a questionnaire is conducted to evaluate the achievement of the outcomes. This paper focuses on the first two projects because they constitute the critical stages of the course as the first project enables inexperienced students to discover the issues they might face in a 'real world' project and draw lessons from that experience to be used in the more comprehensive following project. The first project's aim is to equip the inexperienced students with elementary knowledge on working in a team; paying attention to time, budget, project phases and people management issues so that they can use that knowledge in the second project, thus learning takes place as a product of consecutive projects. Statistical information on the students' academic performances is analyzed to observe if this course has improved their academic performance. The results indicate that 'consecutive-project-based learning' is an effective method in antennas and propagation course.

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“…PBL is a learning method which highlights "learning by doing". Through the learning activities, learners take the initiative to identify problems, define questions, and find solutions (Liang, 2012). Learners can be equipped with knowledge and skills, as well as apply them to complete the project (Blumenfeld et al, 1991;Barrows, 1996;Thomas et al, 1999).…”

Section: Introductionmentioning

confidence: 99%

Applying Online Peer Assessment With Total Quality Management to Elevate Project-Based Learning Performance

Shu

Kuo

et al. 2015

JBSE

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Undergraduate science, technology, engineering, and mathematics (STEM) curriculum emphasize project-based learning (PBL) with peer assessment/on-line peer assessment (PA/OPA). Many studies have stressed that students did not improve over two rounds in PBL with OPA studies and PBL with PA have to adopt team mutual cooperation to reap effective learning. This study proposed an innovative approach that incorporate OPA with TQM as a macro-level instructional tool to guide students in teacher's directing of collaborative project development as well as seeking continuous improvement to elevate Project-Based Learning Performance in a STEM course. The effects of OPA with TQM were examined through an experiment with PBL performances hypotheses. A total of 63 junior students in an university of Taiwan voluntarily participated in this study and a quasi-experimental approach with a two-group design was adopted. The results revealed that the team members using the OPA with TQM approach tended to have higher design skill performance, better cohesive teamwork and creative problem solving attitude. Thus, the proposed approach facilitated team members to collaborate for seeking continuous improvement. However, no significant difference was reported on the influence of enhancing students’ design concept. Implication and suggestions for educators to promote the PBL with OPA and TQM were also provided in the study. Key words: collaborative learning, online peer assessment, project-based learning, STEM course, Total Quality Management.

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Retracted: Learning in troubleshooting of automotive braking system: A project‐based teamwork approach

Cited by 11 publications

References 33 publications

Examining Children’s Engineering Practices During an Engineering Activity in a Designed Learning Setting: A Focus on Troubleshooting (Fundamental)

Examining Children’s Engineering Practices During an Engineering Activity in a Designed Learning Setting: A Focus on Troubleshooting (Fundamental)

Implementing consecutive project-based learning in an antenna and propagation course

Applying Online Peer Assessment With Total Quality Management to Elevate Project-Based Learning Performance

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