Using a Problem-Based Learning Approach to Incorporate Safety Engineering into Fundamental Subjects

Vidic, Andreja Drobnič

doi:10.1061/(asce)ei.1943-5541.0000264

Cited by 4 publications

(5 citation statements)

References 12 publications

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“…The mainstream attempts in enhancing transferrable skills involved problem-based learning activities. Vidic (2008) introduced and encouraged the development of transferable skills using problem-based learning. Students learn through experiences and from each other's behaviour, which is an important factor in such cooperative learning.…”

Section: Transferable Skills and Integrated Holistic Approachmentioning

confidence: 99%

The Asian Conference on Education & International Development 2024 Official Conference Proceedings

2024

ACEID Official Conference Proceedings

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University attrition rate is increasing around the world and there is a consequence for the student who is dropping out, the university, and society as a whole including costs, psychological issues associated with the perceived feeling of failure, and issues around employability and job satisfaction (Sosu & Pheunpha, 2019). The university attrition rate is increasing in Mongolia too. About 80% of the students who study at the Teachers' School, Mongolian National University of Education (MNUE) are from the country of Mongolia and most of them come to the capital city to do their tertiary education. Due to the differences between rural and urban lifestyles, and expectations of tertiary education, the dropout rate is increasing especially at the beginning of the first semester. There is an urgent need to better understand the need to drop out of the university and find ways to support these students to adjust to university life and life outside the university. This study aims to explore the issues associated with adjusting to university studies and its relationship with attrition. It used the SPSS-20 program to collect data from 80 first-year students. The findings revealed that the students needed support in many aspects of their studies, including support with time management, stress management, and well-being. The study suggests policymakers and university managers to develop a plan to better support students to seamlessly transition into the university and life outside the university during the first half of the first semester.

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Section: Transferable Skills and Integrated Holistic Approachmentioning

confidence: 99%

The Asian Conference on Education & International Development 2024 Official Conference Proceedings

2024

ACEID Official Conference Proceedings

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“…In student-centered learning, motivation to engage in the learning process actively is essential. The analyzed research on PBL, however, indicates that the levels of student motivation did not always increase because of introducing this new method of learning [106]. Some students need to readjust their usual roles and workload to accommodate filling the activities that used to be performed by teachers, e.g., searching for information, which for students might accumulate to 2 /3 of the entire time spent on one course [43].…”

Section: Reported Learning and Behavior Outcomesmentioning

confidence: 99%

“…The literature analysis shows that most teams applied content knowledge to solve the problem and discussed the problem space to assist in the development of a solution [37]. Typically, the problems solved in the analyzed literature were real-life problems [16,76,104,106]. The problems were solved and the PBL method was most commonly used throughout the course [36,77] or for a couple of weeks [16,95,101,104].…”

mentioning

confidence: 99%

Towards Active Evidence-Based Learning in Engineering Education: A Systematic Literature Review of PBL, PjBL, and CBL

et al. 2022

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Implementing active learning methods in engineering education is becoming the new norm and is seen as a prerequisite to prepare future engineers not only for their professional life, but also to tackle global issues. Teachers at higher education institutions are expected and encouraged to introduce their students to active learning experiences, such as problem-, project-, and more recently, challenge-based learning. Teachers have to shift from more traditional teacher-centered education to becoming instructional designers of student-centered education. However, instructional designers (especially novice) often interpret and adapt even well-established methods, such as problem-based learning and project-based learning, such that the intended value thereof risks being weakened. When it comes to more recent educational settings or frameworks, such as challenge-based learning, the practices are not well established yet, so there might be even more experimentation with implementation, especially drawing inspiration from other active learning methods. By conducting a systematic literature analysis of research on problem-based learning, project-based learning, and challenge-based learning, the present paper aims to shed more light on the different steps of instructional design in implementing the three methods. Based on the analysis and synthesis of empirical findings, the paper explores the instructional design stages according to the ADDIE (analysis, design, development, implementation, and evaluation) model and provides recommendations for teacher practitioners.

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“…In the context of engineering and computing, literature mentions following approaches active learning [60], cooperative and collaborative leaning [4], service learning [61] and skills-based learning [62], among others. Active learning methodologies such as problem-based learning [63], project-based learning [64] and case-based learning [46] provide students opportunity to dynamically participate in the learning process as opposed to being passive listeners. One study points that active learning scaffolded through case studies may solve the problems of relevance and disconnected knowledge [60].…”

Section: Academic and Research Excellencementioning

confidence: 99%

Implementing Fuzzy AHP and FUCOM to evaluate critical success factors for sustained academic quality assurance and ABET accreditation

Ahmad¹,

Qahmash²

2020

PLoS ONE

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The Accreditation Board for Engineering and Technology (ABET) accredits the tertiary education programs in the areas of applied and natural science, computing, engineering, and engineering technology. ABET offers accreditation in the United States and other regions in the world that lack such entities such as Gulf Cooperative Counties (GCC). Though ABET accreditation is voluntary, graduates of the ABET-accredited programs are considered equivalent in knowledge, behaviors, and attitude with global standards. The process of ABET accreditation takes months or years depending upon the gap with readiness and resources. The objective of this study is to compile and prioritize the list of critical success factors (CSFs) to commit resources optimally for sustained academic quality assurance and ABET accreditation. The triangulation research designed has been employed. Firstly, the observation of the ABET accreditation process of multiple programs at King Khalid University (KKU) helped in identifying 11 CSFs in three categories namely Program design and execution, Quality culture and excellence, and Institutional infrastructure and support. Further, these CSFs have been explored in the literature in the area of ABET accreditation. Finally, the research employs a fuzzy analytical hierarchy process (Fuzzy AHP) and full consistency method (FUCOM) to rank the relative importance of these CSFs and their dimensions for sustained academic quality assurance and ABET accreditation. The incorporation of these CSFs will help institutions in the GCC and other regions to get their academic programs ABET-accredited in an optimal manner.

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Using a Problem-Based Learning Approach to Incorporate Safety Engineering into Fundamental Subjects

Cited by 4 publications

References 12 publications

The Asian Conference on Education & International Development 2024 Official Conference Proceedings

The Asian Conference on Education & International Development 2024 Official Conference Proceedings

Towards Active Evidence-Based Learning in Engineering Education: A Systematic Literature Review of PBL, PjBL, and CBL

Implementing Fuzzy AHP and FUCOM to evaluate critical success factors for sustained academic quality assurance and ABET accreditation

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