Can Engineering Education in South Africa Afford to Avoid Problem-Based Learning as a Didactic Approach?

Autor/inn/en	Veldman, F. J.; De Wet, M. A.; Mokhele, N. E. Ike; Bouwer, Willem Adriaan Johannes
Titel	Can Engineering Education in South Africa Afford to Avoid Problem-Based Learning as a Didactic Approach?
Quelle	In: European Journal of Engineering Education, 33 (2008) 5-6, S.551-559 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
Schlagwörter	Engineering Education; Higher Education; Academic Achievement; Problem Based Learning; Foreign Countries; Educational Opportunities; Teaching Methods; Alignment (Education); Curriculum Development; Student Educational Objectives; Performance Factors; Instructional Design; South Africa + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Schulleistung; Problem-based learning; Problemorientiertes Lernen; Ausland; Bildungsangebot; Bildungschance; Teaching method; Lehrmethode; Unterrichtsmethode; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Leistungsindikator; Lesson concept; Lessonplan; Unterrichtsentwurf; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	In this article, the authors support problem-based learning (PBL) based on its high level of alignment in addition to providing learners in engineering with an additional opportunity in learning process competencies, as contained within the South African National Critical Cross-field and Developmental Outcomes (COs). Constructive alignment describes a process in which the learning outcomes (LOs) become the objective for designing a curriculum that enables LOs to be achieved through appropriate activities and an assessment process that enables these LOs to be demonstrated. PBL applies problem-solving as a vehicle in achieving LOs. The degree to which a learner manages to achieve a given LO still serves as the authentic criteria for assessment. In addition, PBL provides learners an opportunity in acquiring non-subject-related skills, also referred to as process competencies, soft-skills, transferable skills, or graduate attributes. These skills are required especially for the management of human capital and are considered as crucial for successful practice in the engineering profession. It is therefore questioned why a PBL approach is not implemented by engineering faculties at South African Higher Education Institutions. The successful implementation of PBL, however, depends on a number of non-didactic issues that are highlighted in this paper. It is concluded that very few didactic methods can achieve the quality of learning we provide to engineering learners when using PBL, and therefore, it is proposed that South African Higher Education Institutions should also provide their academic staff with training opportunities in this regard. (Contains 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10