Project-based cooperative learning to enhance competence while teaching engineering modules

Gandhi, Vaibhav and Yang, Zhijun and Aiash, Mahdi (2017) Project-based cooperative learning to enhance competence while teaching engineering modules. International Journal of Continuing Engineering Education and Life-Long Learning, 27 (3). pp. 198-208. ISSN 1560-4624

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Abstract

This paper focuses on teaching control systems to engineering students not only by way of the traditional lecture deliveries, but also by implementing several student-focused problems based self-directed learning projects as well as presentations from students. Engineering field constantly evolves and thus teaching a module to engineering students should involve current state-of-the-art research trends in the lectures. In addition, the tutor should also motivate students to have the current research developments incorporated within the student’s self-learning projects. The work presented in this paper revolves around three mini-projects, each project on a different aspect of control engineering and to be completed within two weeks each. The aim of these problem based self-directed learning mini-projects is to get acquainted with the practical aspects of the theoretical learning that has been undertaken within the lectures, something that UK Standard for Professional Engineering Competence (UK-SPEC) focuses on. After completion of the mini-project, the students present their work/discuss results etc. as a power-point presentation lasting 15 minutes, and answer queries from peers (compulsory) and tutor, thus promoting life-long learning along with class participation and peer assessment. The student is also given verbal feedback after each of these project presentations, thereby encouraging improvements in the subsequent presentations taking place after two weeks. The purpose of these projects is to keep alight with the practical aspects of the current professional practices in industry, in the area of engineering, while also building a strong foundation through the self-learning model, thereby promoting deep learning via a blended approach. A questionnaire is also presented in the results and discussion section, which suggests that inclusion of a blended approach has improved the student’s reading beyond the course requirements, has encouraged them towards deeper learning, and also improved both their theoretical as well practical aspects in engineering education.

Item Type: Article
Research Areas: A. > School of Science and Technology > Computer Science
A. > School of Science and Technology > Design Engineering and Mathematics
Item ID: 23840
Notes on copyright: This is an Accepted Manuscript of an article published by Inderscience in International Journal of Continuing Engineering Education and Life-Long Learning on 04/04/2017, available online: https://doi.org/10.1504/ijceell.2017.10003462
Useful Links:
Depositing User: Vaibhav Gandhi
Date Deposited: 08 Mar 2018 17:27
Last Modified: 10 Nov 2018 21:16
URI: http://eprints.mdx.ac.uk/id/eprint/23840

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