Teaching Requirement Engineering Using Industrial-Infused Project-Based Learning

Intana, Adisak

doi:10.1109/istem-ed50324.2020.9332770

Cited by 2 publications

(1 citation statement)

References 6 publications

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“…PjBL has been widely used in higher education as a method in broader project studies, where it is often called the capstone project (Deepamala & Shobha, 2018;Joo et al, 2019;Khakurel & Porras, 2020). Further, project-based learning applies mainly to individual subjects in engineering (Hormigo & Rodriguez, 2019;Intana, 2020;Sanchez-Romero et al, 2019;Younis et al, 2019), rather than systematically in the integrations formed by subjects (Pereira et al, 2017) or integrated semesters (Mielika¨inen, 2022). According to Llorens et al (2017), project learning responds to almost all generic skills required in the ICT industry, such as teamwork, decisiveness, proactive approach, innovativeness, ability to find information, and communication skills.…”

Section: Design Frameworkmentioning

confidence: 99%

ICT Engineering Students’ Perceptions on Project-Based Online Learning in Community of Inquiry (CoI)

Mielikäinen

Viippola²

2023

Sage Open

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Industry and higher education are increasingly utilizing online environments due to digitalization. As a result, the learning experiences in these new digital learning ecosystems as communities must be re-examined critically. This study incorporates the second cycle of the design-based research (DBR) study developing the design principles and theoretical framework for a digital learning ecosystem in Information and Communication Technology (ICT) engineering education in Lapland University of Applied Sciences (UAS), Finland. This cycle examines students’ learning experiences in a project and Industry 4.0-based approach in a digital learning ecosystem with authentic industry assignments and involvement. The study examines the learning experiences of ICT engineering students in a project and Industry 4.0-based approach in a digital environment with authentic industry assignments and involvement. The study was carried out using the Community of Inquiry (CoI) approach. Rasch Rating Scale Model was used to analyse first-, second-, and third-year students’ responses to a translated and adapted CoI questionnaire. Open-ended questions were added to the questionnaire, which was then analysed using content analysis. The results indicate that students perceived project-based learning in an online setting positively. However, the findings point to issues with social interactions and the actual application of learnt knowledge and skills. Challenges in task management and scheduling, as well as receiving feedback, had a somewhat negative impact on the learning experience, particularly during the first year of study. Finally, this paper concludes by presenting a visual model summarizing the design framework developed through a broader DBR study informed by the previous DBR cycles. The findings may benefit practitioners in developing similar communities and ecosystems.

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Section: Design Frameworkmentioning

confidence: 99%

ICT Engineering Students’ Perceptions on Project-Based Online Learning in Community of Inquiry (CoI)

Mielikäinen

Viippola²

2023

Sage Open

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Experiences of a project-based blended learning approach in a community of inquiry from information and communication technology engineering students at Lapland university of applied sciences in Finland

Mielikäinen

Viippola²,

Tepsa

2023

E-Learning and Digital Media

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The increase in remote work in the Information and Communication Technology (ICT) industry has introduced the need for research into team collaboration platforms and education using a project-based blended learning approach. This study investigates the perceptions of ICT engineering students ( N = 56) at Lapland University of Applied Sciences in Finland regarding the social, cognitive, and teaching presences in a blended setting using the Community of Inquiry (CoI) framework. The CoI questionnaire data were analyzed using the Rasch Rating Scale Model, and team collaboration and development platform logs were used to explore platform usage. The results suggest that the students’ overall perception of blended learning was highly positive. Questions associated with discussing through the online medium were relatively harder for the students to agree with, although the online medium was perceived as excellent for social interaction by the students. The results may help institutions develop an understanding of the factors that may improve the quality of blended learning experiences in project-based digital ecosystems.

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Teaching Requirement Engineering Using Industrial-Infused Project-Based Learning

Cited by 2 publications

References 6 publications

ICT Engineering Students’ Perceptions on Project-Based Online Learning in Community of Inquiry (CoI)

ICT Engineering Students’ Perceptions on Project-Based Online Learning in Community of Inquiry (CoI)

Experiences of a project-based blended learning approach in a community of inquiry from information and communication technology engineering students at Lapland university of applied sciences in Finland

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