The developing future radio engineers’ reading skills through a diversification approach: a case of dynamic and informative reading teaching (original) (raw)
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Problem-based Learning: Influence on Students' Learning in an Electrical Engineering Course
Journal of Engineering Education, 2011
In Palestine, there is a growing recognition for innovative teaching and learning approaches such as Problem-Based Learning (PBL) in engineering education in order to develop competence graduates. According to Kitogo (2011), "today's graduates have attractive curricula vitae, but practically, their performance is insufficient; it doesn't match with what they claim to have studied". The researcher sees that people learn when being actively involved in constructing meaning. In other terms, successful learning requires individuals' active participation and involvement. PBL as a dynamic approach of teaching in which students explore real-world problems, issues and challenges, students are inspired to obtain a deeper knowledge of the subjects they are studying and more likely to retain the knowledge gained through this approach far more readily than through traditional textbook centered. This principle agrees with the Chinese saying "Tell me and I forget, show me and I remember, involve me and I learn".This article presents a survey about the usage and the attitudes toward education technology at PPU in Palestine. The survey aims at assessing the experience, skills and computer efficacy of students, measuring their attitudes towards the use of education technology and distinguishing obstacles for the development of a cooperative learning environment. The results indicate positive attitudes of students toward this new approach of learning. The survey is used for the development of the university teaching and learning strategies, providing information on how to establish systems and procedures that enable the effective use of a PBL approach.
European Journal of Engineering Education
This study explores students' perceptions of the effectiveness of a Problem-Based Learning (PBL) design project, taken as part of a first-year engineering module, in developing professional skills needed for engineering practice. Students completed surveys before and after the PBL group project, and produced personal reflections on the process. The closed survey questions were analysed quantitatively and the main themes from the reflections outlined using General Inductive Analysis. Students rated themselves as having improved across a range of professional skills as a result of the project, with particular emphasis on teamwork, communication skills, understanding of the design process and selfdirected learning. In addition, they highlighted improved confidence, as well as new friendships they developed, an important element of a module like this as they transition from secondary to higher education. They were particularly positive about the scaffolded approach taken within the PBL project in terms of its contribution to their learning.
English as a Medium of Instruction in Learning Professional Skills for Engineers
Language Value, Volume 14.2, 2021
In this article, we reflect on the variables to be considered when teaching in English a subject of the bachelor's degree of Computer Engineering: "Learning Professional Skills for Engineers". In order to make this study, we start from an analysis of the recent history of teaching in English at university level and the institutional context in which it happens. Three research questions are posed, with the intent to check what minimum conditions must be met to be able to teach this subject in English. The results lead us to conclude that the option of English as a Medium of Instruction (EMI) is not the appropriate one, taking into account both the linguistic and didactic training of the teaching staff and the language accreditation of the students. However, it is feasible to opt for the Integrating Content and Language in Higher Education (ICLHE) option.
Problem Based Learning in Engineering Education: Meeting the needs of industry
Teaching Innovation Projects, 2011
Industry hires engineers primarily for solving workplace problems; consequently problem solving skills are an essential part of an engineering education. However, industry problems, as well as the environment engineers work in, are often quite different than what students experience at universities. This workshop explores problem based learning, the differences between problems students typically solve in the classroom and the workplace, as well as the strategies for making classroom problems emulate real-world workplace problems. As the main goal of engineering education is to prepare students for work in industry, closing the gap between classroom and workplace problems will result in better prepared graduates.
Engineering Education addressing Professional Challenges
Proceedings of the Seventh International Conference on Technological Ecosystems for Enhancing Multiculturality, 2019
Engineering profession is very demanding because of the different competences young graduates need to master. The exponential growth in technology, even though very beneficial to all, tends to worsen their needs of expertise, having to endlessly update themselves. Engineering education has been addressing these issues, hoping to contribute to better teaching practices more aligned with engineering professional world. Students must develop the necessary competences from the beginning of their education and engage into actively learning the subjects. Three aspects of this problematic are presented in this special session: educational experiences, students' learning and professional challenges.
A Problem-based Learning Experience in Engineering Education
2021
This paper reports a Problem Based Learning (PBL) experience, held in the Basic Chemistry and Experimental course of the Engineering programs at the University of Caxias do Sul, involving problems related to chemical reactions that occur in daily life. The experiment was structured according to the "Seven Steps of PBL Implementation". The data were collected using two instruments, a pre-test and a post-test on topics of interest with the objective of evaluating students' learning through the PBL method, and an instrument that consisted of an open question in which students were asked to describe the main characteristics of their classes with the Traditional Teaching Model and the characteristics of the classes that used the PBL method. The results of the pre and post-test show the contribution of PBL to the occurrence of a conceptual evolution on chemical reactions. As for the verbalizations about the characteristics of the Traditional Teaching Model and the PBL, the results show that students understand the disadvantages of teaching in the traditional model and the advantages of learning in an environment conceived through the foundations of PBL. The statements show that PBL favours the development of complex skills such as questioning and teamwork, and that decision-making and research are present in the process of learning with PBL. Through these results, it is evident the improvement in the conceptual, procedural and attitudinal learning of the students who participated in the classes with the PBL method in function of better grades and in the development of more complex skills. We know that adequate professional performance goes far beyond quantitative results and student perceptions. However, these results are encouraging to continue new studies. The experience described and analysed was developed in only one course, but, as in other studies, indicated that PBL is an active learning method that is conducive to the occurrence of a meaningful learning in Engineering Education.
Education of Engineers – the Requiring of Pedagogy Development
EasyChair preprint, 2018
This paper intends to show a project developed by the organization that has been implemented in an engineering school of a private university, resulted by a large experience designing and implementing pedagogical projects developed in order to make teaching learning process more efficient for engineering schools. In this Century technology has reached such a sophisticated level, which people are immersed and that is let's say the ignorance of many and the knowledge of few. Although Communications are more and more efficient working as an element of integration and off boundaries, the new technological scenario has brought also some not very good consequences such as jobless. It is due to the level of complexity that a job now has, in other, words it is because of this characteristic that makes working environment more demanding. So it is necessary to create and foster approaches that align with this reality and support young professionals in the 21st era.
"I study Engineering and I’ve got Problems”: Conceptions of Engineering in Problem-Based Learning
This paper shares the results of a pilot study on the conceptions of engineering held by 71 students studying in a polytechnic in Singapore where Problem-Based Learning is the dedicated approach to teaching and learning. The data are both visual and textual in nature and were coded within a phenomenographic perspective to reveal the qualitatively different conceptions held by students. The visual data when analysed together with the textual data, revealed information about student perspectives on the nature of engineering through its 'outcomes'. In-depth analysis of the textual data alone revealed student perspectives on the 'processes' that engineers and engineering students are involved in. The findings illustrate the conceptions and possible misconceptions that students have about engineering.