A Comparative Study on First-Time and Experienced Project-Based Learning Students in an Engineering Design Module

Autor/in	Chua, K. J.
Titel	A Comparative Study on First-Time and Experienced Project-Based Learning Students in an Engineering Design Module
Quelle	In: European Journal of Engineering Education, 39 (2014) 5, S.556-572 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2014.895704
Schlagwörter	Foreign Countries; Engineering; Engineering Education; Active Learning; Student Projects; Comparative Analysis; Academic Achievement; Cognitive Ability; Qualitative Research; Statistical Analysis; Problem Solving; Design; Skill Development; Cognitive Style; Prior Learning; Undergraduate Students; Demography; Tests; Questionnaires; Likert Scales; Reliability; Singapore + Suchen Sie Ihr Suchwort? Ausland; Maschinenbau; Ingenieurausbildung; Aktives Lernen; Schulprojekt; Schulleistung; Denkfähigkeit; Qualitative Forschung; Statistische Analyse; Problemlösen; Kompetenzentwicklung; Qualifikationsentwicklung; Cognitive styles; Kognitiver Stil; Vorkenntnisse; Demografie; Examination; Prüfung; Examen; Fragebogen; Likert-Skala; Reliabilität; Singapur
Abstract	This study aims to compare and evaluate the learning ability and performance differences between two groups of students undergoing project-based learning (PjBL), with one group having prior PjBL experience, while the other group is being freshly exposed to PjBL. More specifically, it examines if there are significant differences in knowledge score, problem-solving ability, and eventual project-deliverable outcomes between the two sets of students. Performances were compared via qualitative and quantitative analyses. Key findings have indicated a significant increase in fundamental formative knowledge; enhanced problem-solving abilities; and production of better performing artefacts with regard to the set of design skills between experienced and first-time PjBL groups. This study also highlighted that experienced PjBL students have less conflicts within their groups, and are more receptive to PjBL compared to first-time PjBL students. Results from this study provide a starting point for educators to seek new learning/facilitating strategies that are relevant based on the experience and learning styles of students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10