Problem-based learning: student perceptions of its value in developing professional skills for engineering practice

Abstract

This study explores students' perceptions of the effectiveness of a Problem-Based Learning (PBL) design project, taken as part of a first-year engineering module, in developing professional skills needed for engineering practice. Students completed surveys before and after the PBL group project, and produced personal reflections on the process. The closed survey questions were analysed quantitatively and the main themes from the reflections outlined using General Inductive Analysis. Students rated themselves as having improved across a range of professional skills as a result of the project, with particular emphasis on teamwork, communication skills, understanding of the design process and selfdirected learning. In addition, they highlighted improved confidence, as well as new friendships they developed, an important element of a module like this as they transition from secondary to higher education. They were particularly positive about the scaffolded approach taken within the PBL project in terms of its contribution to their learning.

Developing theory from practice: A case study in civil engineering airport design problem‐based learning

“…Particularly, it began to be used in 1969 at the McMaster University in Canada, for higher education in medicine [47,55]. In this technique, the starting point is an open‐ended real professional problem [41,47] that constitutes the core of the learning process [8]. The aim of this methodology is the acquisition of technical knowledge, the improvement of nontechnical skills, and the improvement of design process skills [55].…”

Practice-Based Engineering: Mathematical Competencies and Micro-Credentials

“…Students are intrinsically motivated by the real-world applications of relevant projects and develop problem solving skills and professional ways of working. After undertaking project-based learning, students rated themselves as having improved across a range of professional skills, with particular emphasis on teamwork, communication, understanding of the design process and self- directed learning (Beagon et al 2019 ). Capstone or final year projects are required in most engineering degrees, indeed they are explicitly stated in accreditation criteria from several accreditation bodies, and are an opportunity for students to apply the knowledge they have supposedly built from their previous study.…”

The developing future radio engineers’ reading skills through a diversification approach: a case of dynamic and informative reading teaching

“…The modern labor market gives chance to qualified radio engineers, who are efficient in their professional activity, fluent in ESP, and ready for continuous professional development. Currently, the successful professional career of future radio engineers depends on their level of English language professional competence 1 . About twenty years ago such requirement as knowledge of the English language was desirable but optional.…”

“…Even if the company is national it needs information gained from English language sources. It should be noted that a significant part of the information is kept in the digital 1 Beagon, Ú., Niall D. and Ní Fhloinn E. Problem-based learning: student perceptions of its value in developing professional skills for engineering practice. European Journal of Engineering Education.…”