WITHDRAWN: Problem-oriented and project-based learning (Popbl) as an innovative learning strategy for sustainable development in engineering education

Rajkumar, K.; D, Srinivas; Anuradha, P; RajeshwarRao, A

doi:10.1016/j.matpr.2021.01.796

Cited by 7 publications

(5 citation statements)

References 1 publication

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“…Una variante del aprendizaje basado en problemas es el aprendizaje basado en retos, donde los problemas a los que se exponen los estudiantes proceden de problemas reales que se plantean en la sociedad (Rajkumar et al (2021)). Este paradigma goza de popularidad en el área de administración de empresas, conocido como método del caso, y en ciertas áreas de ingeniería como el transporte, la energía y el medio ambiente.…”

Section: Principales Metodologías Empleadasunclassified

Estado del arte de la educación en automática

Peña

Domínguez

Gómez-Estern

et al. 2022

Rev. iberoam. autom. inform. ind.

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La educación en automática es un área madura en la que multitud de profesores e investigadores han trabajado intensamente para afrontar el reto de proporcionar una educación versátil, con una fuerte base científica. Todo ello sin perder de vista las necesidades de la industria; adaptando los contenidos, las metodologías y las herramientas a los continuos cambios sociales y tecnológicos de nuestro tiempo. Este artículo presenta una reflexión sobre el papel de la automática en la sociedad actual, una revisión de los objetivos tradicionales de la educación en automática a través de los trabajos seminales del área y finalmente una revisión de las principales tendencias actuales.

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Section: Principales Metodologías Empleadasunclassified

Estado del arte de la educación en automática

Peña

Domínguez

Gómez-Estern

et al. 2022

Rev. iberoam. autom. inform. ind.

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“…Over the past two decades, there has been an impetus towards more active learning techniques being implemented in engineering education. Problem based learning or (PBL) is a student-centered, active learning pedagogy where (in the context of engineering) students learn about a specific subject using experiential techniques and is frequently implemented with creative design problems [2][3][4][5] PBL has been shown to improve student attitudes about their program, and there is evidence of a broad set of positive outcomes including improved knowledge retention, and improved study habits. PBL originated in 1968 in a medical program at McMaster University in Canada and subsequently was adopted in other disciplines such as engineering [6].…”

Section: Introductionmentioning

confidence: 99%

Multi-Disciplinary Design Activity for Undergraduate and Graduate Engineering Students

Gryguc

Rennick²,

Roufail³

et al. 2022

PCEEA

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This paper describes a project with common equipment that was adapted and offered to both an undergraduate and a graduate-level course with learning outcomes tailored specifically to each group of students. This project is an immersive, multi-disciplinary engineering design activity with a focus on materials, solid mechanics, and instrumentation. The activity incorporates aspects of fundamental engineering theory, virtual predictive simulation, as well as physical testing and data collection. All of this was done in the context of a material selection and failure analysis of a piece of furniture (cantilever chair) which is a simplistic and recognizable device by the students. The project focusses on structural analysis of the chair under a variety of loading conditions, coupled with a virtual simulation model using Finite Element Analysis (FEA). FEA is utilized to identify critical regions of the structure which are prone to failure. The complexity, constraints, and provided resources of the model varied, depending on the specific implementation of the course. Finally, a physical test apparatus was constructed and used to generate experimental responses that the students were able to use to calibrate their predictive model and theoretical hand calculations. This activity was created initially for in-person instruction but was adapted for remote delivery during the pandemic. Both qualitative and quantitative data collected from 2nd year and graduate students indicated that the activity was effective in improving several forms of knowledge acquisition. This paper will discuss in detail how a common project platform was adapted for the two academic levels with evidence of its efficacy

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“…The low number of research in this approach opens new opportunities for further exploration that can be performed. Among the studies that have been done include PoPBL as innovative learning strategies that benefit both learners and educators (Rajkumar et al, 2021) and the development of a teaching and facilitating framework for TVE based on PoPBL and Work-based learning (WBL) combined with 21st-century teaching elements (Rus et al, 2020). Most of the results from this past research indicate positive impacts from the integration of PoPBL in teaching and learning to the learners that show increment of soft skills such as responsibility and hard work (Setiarini & Wulan, 2021), develop a positive attitude among the slow learners (Rajkumar et al, 2021) and improve students' mastery of concepts and skills on science topics (Eliyawati et al, 2020).…”

mentioning

confidence: 99%

Conceptual Model of Video Learning based on Project-Oriented Problem-Based Learning and Competency-Based Education for Technical and Vocational Education

Rahman

Rozali

Samah

et al. 2022

JTET

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The objective of this study is to refine and validate the aspects of Project-oriented Problem-based learning (PoPBL) and Competency-based education (CBE) in the instructional video conceptual model for Technical and Vocational Education (TVE). The researcher conducted a survey study, distributing questionnaires to 39 vocational institutions across peninsular Malaysia and Sabah, to determine the compatibility of PoPBL and CBE integration in the learning video. There are 500 respondents provided feedback. To test construct accuracy and item weakness or bias based on the data obtained, researchers used exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) with AMOS 20.0 software to confirm the components based on the constructs obtained. The results indicate there are significant relationship influenced by the elements of learning content, delivery of instruction, video design and video quality. This conceptual model's four elements are critical requirements in the setting of Technical and Vocational Education (TVE) and competency-based education. The findings of this study could be utilised to guide the design of instructional videos, particularly in the TVE, as well as a tool for evaluating current instructional videos.

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WITHDRAWN: Problem-oriented and project-based learning (Popbl) as an innovative learning strategy for sustainable development in engineering education

Cited by 7 publications

References 1 publication

Estado del arte de la educación en automática

Estado del arte de la educación en automática

Multi-Disciplinary Design Activity for Undergraduate and Graduate Engineering Students

Conceptual Model of Video Learning based on Project-Oriented Problem-Based Learning and Competency-Based Education for Technical and Vocational Education

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