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dc.contributor.convenorCurtin Universityen_US
dc.contributor.authorNepal, Kali Prasaden_US
dc.contributor.authorPanuwatwanich, Kriengsaken_US
dc.contributor.editorA/Prof Euan Lindsay and Dr Yasir M. Al-Abdelien_US
dc.date.accessioned2017-04-24T12:28:09Z
dc.date.available2017-04-24T12:28:09Z
dc.date.issued2011en_US
dc.date.modified2014-03-06T02:58:49Z
dc.identifier.refuriwww.aaee.com.auen_US
dc.identifier.urihttp://hdl.handle.net/10072/45487
dc.description.abstractProject and/or problem based learning has been widely recognised as active, collaborative, cumulative and integrative learning approach that engages learners and centres on practical education. However, its widespread implementation in engineering curricula at Australian universities has not been realised due to a number of issues including resources required for large classes, teaching staff's reluctance to embrace it and students' learning styles, beliefs and expectations. On the other hand, traditional lecture-tutorial teaching approach is also criticised for being passive, surface learning and exam-focused. This study compares the data from students' actual performance, course evaluation and expectation in two large undergraduate courses over the last two years. This study is interesting in that both courses were taught by the same teaching staff using entirely two different learning and teaching approaches to the same cohort of students in the same semester within the same degree program. The analysis shows that there are significant differences between students' actual performance, course evaluation and expectation. Such conflicting differences might have negative impact on teaching staff who wish to adopt project and/or problem based learning in their undergraduate engineering courses.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_US
dc.format.extent71804 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_US
dc.publisherCausal Productionsen_US
dc.publisher.placePerth, Australiaen_US
dc.publisher.urihttp://www.aaee.com.au/conferences/2011/en_US
dc.relation.ispartofstudentpublicationNen_US
dc.relation.ispartofconferencenameAustralasian Association of Engineering Education (AAEE) 2011 Conferenceen_US
dc.relation.ispartofconferencetitleProceedings of the 2011 AAEE Conferenceen_US
dc.relation.ispartofdatefrom2011-01-05en_US
dc.relation.ispartofdateto2011-01-07en_US
dc.relation.ispartoflocationFremantle, Western Australiaen_US
dc.rights.retentionYen_US
dc.subject.fieldofresearchScience, Technology and Engineering Curriculum and Pedagogyen_US
dc.subject.fieldofresearchcode130212en_US
dc.titleComparative study of project-based learning and traditional lecture-tutorial teaching approaches in undergraduate engineering coursesen_US
dc.typeConference outputen_US
dc.type.descriptionE1 - Conference Publications (HERDC)en_US
dc.type.codeE - Conference Publicationsen_US
gro.rights.copyrightCopyright remains with the author 2011. The attached file is posted here with permission of the copyright owner for your personal use only. No further distribution permitted. For information about this conference please refer to the publisher’s website or contact the author.en_US
gro.date.issued2011
gro.hasfulltextFull Text


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    Contains papers delivered by Griffith authors at national and international conferences.

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