Problem-Based Learning (PBL) in Engineering Education in Sri Lanka: A Moodle Based Approach

Peramunugamage, Anuradha; Usoof, Hakim; Dias, W. P. S.; Halwatura, RU

doi:10.1007/978-3-030-40274-7_74

Cited by 6 publications

(4 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Besides live Zoom instructions, students strongly encouraged video-recorded practical demonstrations to be available before the practical sessions. Additionally, the authors' previous study discovered that video-recorded lectures encouraged participants to access the Moodle environment and catch up on missed lessons (Peramunugamage, Usoof, and Dias 2019; Peramunugamage et al 2020). As per the results, students highlighted that lack of previous pattern-making knowledge was an obstacle to succeeding in CAD.…”

Section: Discussionmentioning

confidence: 80%

Emergency remote CAD teaching using licensed software in apparel during the COVID-19 pandemic: a collaborative learning approach

Silva

Peramunugamage

2023

Research in Learning Technology

Self Cite

View full text Add to dashboard Cite

Computer-Aided Design (CAD) training has become essential in apparel education as it is widely applied in design and development activities in the industry. This study presents how physical CAD teaching converted to remote delivery during the emergency COVID-19 pandemic using online technologies. This study evaluated five distinct methods adopted in this period: online Zoom sessions, pre-recorded practical demonstrations, guided hand-outs, online collaborative learning methods and forum discussions using Moodle. TeamViewer application was utilised for real-time remote access and support during teaching. This study instrumented two online questionnaires intended to assess the effectiveness of online hands-on sessions and collaborative learning in a remote online environment. This study was conducted with 58 participants at a recognised Sri Lankan state university. More importantly, the results confirmed the feasibility of collaborative engagement within the online learning environment. This study discovered students’ preferences for synchronous teaching and learning approaches. Also, it revealed the limitations of remote CAD teaching using online technologies. Finally, this study underlined the success of the collaborative learning approach and students’ perspectives on flipped classroom model for apparel CAD training.

show abstract

Section: Discussionmentioning

confidence: 80%

Emergency remote CAD teaching using licensed software in apparel during the COVID-19 pandemic: a collaborative learning approach

Silva

Peramunugamage

2023

Research in Learning Technology

Self Cite

View full text Add to dashboard Cite

show abstract

“…As in the authors' previous study (Peramunugamage et al. , 2020a, b), the activities were designed using Gilly Salmon's five-stage model (Salmon et al. , 2010), with the tools used as indicated in the methodology.…”

Section: Methodsmentioning

confidence: 99%

Design of Moodle-based collaborative learning activities to enhance student interactions

Peramunugamage,

Ratnayake,

Karunanayaka

et al. 2024

AAOUJ

Self Cite

View full text Add to dashboard Cite

PurposeThis article explores the impact of systematically designed online collaborative activities in two engineering undergraduate modules and key considerations for student interaction in Moodle.Design/methodology/approachThe educational design research approach was chosen to improve educational practices through iterative needs analysis, design, development and implementation. The study followed design-based research (DBR) approach, with a mixed-method research design used to uncover the critical factors in designing, developing and implementing online collaborative learning activities for improving student interaction. Two iterative cycles of online collaborative learning activities were implemented using the Moodle learning management system for two modules of an engineering undergraduate degree programme at a state university in Sri Lanka.FindingsResults indicate that students had demonstrated increased motivation for collaborative activities, and they had not experienced any significant difficulties in accessing materials or instructions. This study emphasizes that the design of learning activities has a greater influence on determining the level of interaction between the learner interface and the learner content. Also, a higher number of interactions on the wiki page improved learner-learner interactions, likely due to clear instructions and reduced complexities compared to previous Moodle activities. Overall, appropriately designed online activities can enhance students' motivation and improve communication, collaboration, cooperation and a sense of community among peers.Research limitations/implicationsThe study's constraints included a small sample size of 93 students in two courses, which limits generalization of the results. The study's findings should be carefully considered before being applied to courses with nontechnical content. The second constraint was the number of courses on which the activities were carried out. The activities were designed specifically for two Earth Resources engineering courses, and the developed activities addressed technical course content. The effect of the activities on students' engagement and motivation in various courses with nontechnical content must be investigated, and a complete generalization of the study's results may be called into question. As a result, careful consideration must be given to generalizing the study's findings.Practical implicationsThe study found that authentic collaborative learning activities using online technologies increased student participation and helped them discover their engineering design skills. Future research can focus on developing activities for other technical courses and incorporating additional tools into the instructional process. The use of a design-based research approach was recommended for future studies to obtain more comprehensive results than traditional comparative study designs.Originality/valueThe findings of this study suggest mechanisms to improve student interaction through online collaborative activities, particularly for delivering technical content. Such an understanding of learner interactions with course content, peers, teachers and interfaces will assist in the effective transformation of traditional technical content to online delivery mode. This is a unique study of converting in-class delivered engineering module content to online delivery within an equal time frame under restricted facilities and conditions resulting from a pandemic environment.

show abstract

“…Interest in educational methods has increased recently, due to an emphasis on the learning process, and in the era of the Fourth Industrial Revolution, it is socially necessary to foster creative talents based on an information-and knowledge-based society. Problem-based learning (PBL) education is recognized as a method that is applicable to this situation (Hasegawa, 2019;Minamide & Takemata, 2019;Peramunugamage et al, 2019). The aim of the PBL method is to deal with practical problems using a learner-centered approach, in which students form a team and solve problems together (Barrows, 1985).…”

Section: Introductionmentioning

confidence: 99%

Analysis on Factors for Prior Evaluation of PBL Class Using IPMA

Kim

2022

J Probl Based Learn

View full text Add to dashboard Cite

This study examines how students value each of the factors represented in a matrix reflecting the following importance-performance matrix analysis (IPMA). This IPMA was used as the primary survey (Kim, 2019), and each evaluation factor, the average value of the latent variable, and the estimated path coefficient were used Methods: SmartPLS 3.0 was used for the numerical calculations and SPSS 19.0 was used to create the graph. Analysis occurs prior to student participation in the class to form a consensus among students at the beginning of the semester. Results: Attempts are made to derive the analysis results and apply them to actual problem-based learning classes to improve class evaluation through feedback. The results show that prioritizing the evaluation factors such as learning outcomes and self-directed learning is meaningful in terms of lecture efficiency. Conclusion:This approach is particularly meaningful, as it attempts an integrated model (importance-performance matrix-analytical hierarchy process) and is a continuation of a previous study

show abstract

Problem-Based Learning (PBL) in Engineering Education in Sri Lanka: A Moodle Based Approach

Cited by 6 publications

References 13 publications

Emergency remote CAD teaching using licensed software in apparel during the COVID-19 pandemic: a collaborative learning approach

Emergency remote CAD teaching using licensed software in apparel during the COVID-19 pandemic: a collaborative learning approach

Design of Moodle-based collaborative learning activities to enhance student interactions

Analysis on Factors for Prior Evaluation of PBL Class Using IPMA

Contact Info

Product

Resources

About