Literature review of students’ perceptions of generic competence development in problem-based learning in engineering education

Boelt, Anders Melbye; Kolmos, Anette; Holgaard, Jette Egelund

doi:10.1080/03043797.2022.2074819

Cited by 37 publications

(34 citation statements)

References 47 publications

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“…The first principle centers around cognitive learning, where students engage with authentic, realworld problems for their learning journey. This process encourages collaboration among peers and stakeholders to develop prototypes of viable solutions within defined timeframes (Kolmos et al 2009;Savin-Baden 2014;Kokotsaki, Menzies, & Wiggins 2016;Boelt, Kolmos, & Holgaard 2022). The second principle underscores the importance of team-based learning, redefining education as a social event (Kolmos et al 2009;Savin-Baden 2014;Boelt et al 2022).…”

Section: Design Education and Hackathonsmentioning

confidence: 99%

“…This process encourages collaboration among peers and stakeholders to develop prototypes of viable solutions within defined timeframes (Kolmos et al 2009;Savin-Baden 2014;Kokotsaki, Menzies, & Wiggins 2016;Boelt, Kolmos, & Holgaard 2022). The second principle underscores the importance of team-based learning, redefining education as a social event (Kolmos et al 2009;Savin-Baden 2014;Boelt et al 2022). Within this context, students not only engage in self-directed learning but also actively participate in the sharing and organization of knowledge.…”

Section: Design Education and Hackathonsmentioning

confidence: 99%

“…Within this context, students not only engage in self-directed learning but also actively participate in the sharing and organization of knowledge. This collaborative dynamic naturally transitions into the third principle: interdisciplinary learning, as team members often bring diverse subject backgrounds to the table (Kolmos et al 2009;Savin-Baden 2014;Boelt et al 2022). PBL equips novice designers with critical insights into design processes, collaboration and principles of good design (Kokotsaki et al 2016;Meyer & Norman 2020).…”

Section: Design Education and Hackathonsmentioning

confidence: 99%

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Learning by doing? The relationship between effort, learning effect and product quality during hackathons of novice teams

Martins Pacheco,

Geisler,

Bajramovic

et al. 2024

Des. Sci.

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Design education prepares novice designers to solve complex and challenging problems requiring diverse skill sets and an interdisciplinary approach. Hackathons, for example, offer a hands-on, collaborative learning approach in a limited time frame to gain practical experience and develop problem-solving skills quickly. They enable collaboration, prototyping and testing among interdisciplinary teams. Typically, hackathons strongly focus on the solution, assuming that this will support learning. However, building the best product and achieving a strong learning effect may not be related. This paper presents the results of an empirical study that examines the relationship between product quality, learning effect and effort spent in an academic 2-week hackathon. Thirty teams identified user problems in this course and developed hardware and mechatronic products. This study collected the following data: (1) effort spent during the hackathon through task tracking, (2) learning effect through self-assessment by the participants and (3) product quality after the hackathon by an external jury. The study found that the team effort spent has a statistically significant but moderate correlation with product quality. The correlation between product quality and learning effect is statistically insignificant, suggesting that for this setting, there is no relevant association.

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Section: Design Education and Hackathonsmentioning

confidence: 99%

Section: Design Education and Hackathonsmentioning

confidence: 99%

Section: Design Education and Hackathonsmentioning

confidence: 99%

See 1 more Smart Citation

Learning by doing? The relationship between effort, learning effect and product quality during hackathons of novice teams

Martins Pacheco,

Geisler,

Bajramovic

et al. 2024

Des. Sci.

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“…An approach of problem-based learning was adopted in the design of the teaching activity [35], as can be noted in the stages and reflection activities shown in this section. However, this teaching activity would also have service outcomes, also listed below, thus approaching it as an S-LP [25].…”

Section: Service-learning Project Approachmentioning

confidence: 99%

Educating Future Agricultural Engineers at the University of Burgos, Spain, through a Service-Learning Project on Rural Depopulation and Its Social Consequences

et al. 2023

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A Service-Learning Project (S-LP) is a teaching experience through which the concepts covered during an educational course can practically be applied to address a given social problem. It is therefore a useful teaching methodology to bring courses closer to the real world. An S-LP experience is reported in this paper that was conducted with students of agricultural engineering to address the problem of rural depopulation, through the design of agri-food buildings for industries, and economic activities that help to maintain a stable population. After the S-LP, a survey was administered to both students and teachers, to assess the success of this teaching experience. The responses of the students showed not only an awareness of the social problem that was addressed, but also a critical spirit that led them to seek the best possible answer, and a global vision of the issue. It helped them to reflect on all of its facets to arrive at a way of engaging with the social problem. Importantly, the students were able to reflect upon how engineers can also serve society through their technical knowledge. The teachers indicated that the S-LP motivated the students on the course, while enabling them to successfully learn the concepts, and to develop independent study skills searching for information. In general, an S-LP is an experience that the teachers in this study would recommend and that could be especially relevant for universities assuming a role as a social entity to heighten the visibility of social problems and needs.

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“…Other soft skills are also needed, such as knowledge, attitude, communication, motivation, responsiveness, skills to convince customers, interest, and cooperation according to industry standards; soft skills can help someone develop their hard skills; for example, someone with high motivation will try their best to achieve expert hard skills to achieve their goals (Rosyidah et al, 2020). General skills are considered necessary for students, but nowadays, students must be critical and reflective (Boelt et al, 2022). From the industry side, collaboration is fundamental for effective and collaborative work (Beagon et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Readiness of Internships Program During The Covid-19 Pandemic: Students, School, and Industry Perspective

Shodiq

Sutiman²

2022

JPP

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The COVID-19 pandemic has made learning at school unable to be carried out face-to-face; this condition has a worse effect on vocational education, which cannot carry out practical learning to prepare students that must carry out internships in industry. This study explores the student readiness level in carrying out internship programs during the pandemic and the other perspective from school and industry. This article focused from the point of view on the results of a mix-method online survey among 160 internship students. Teachers and industry practitioners were also interviewed to corroborate the results of the readiness research. The results show that 4.04% of students had a low level of readiness, 60.18% had a moderate level of readiness, 24.98% had a high level of readiness, and only 10.80% had a very high level of readiness. The school is responsible for preparing their student competence before sending them to the internship program in the industry, even in crises, because the industry is already prepared for exceptional cases like the pandemic. Industry advises schools to prepare students on the competence of motorcycle periodical maintenance. Schools with industry must have special programs planning to prepare students' competence for crises.

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Literature review of students’ perceptions of generic competence development in problem-based learning in engineering education

Cited by 37 publications

References 47 publications

Learning by doing? The relationship between effort, learning effect and product quality during hackathons of novice teams

Learning by doing? The relationship between effort, learning effect and product quality during hackathons of novice teams

Educating Future Agricultural Engineers at the University of Burgos, Spain, through a Service-Learning Project on Rural Depopulation and Its Social Consequences

Readiness of Internships Program During The Covid-19 Pandemic: Students, School, and Industry Perspective

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