Show simple item record

dc.contributor.convenorCurtin University
dc.contributor.authorNepal, Kali Prasad
dc.contributor.authorPanuwatwanich, Kriengsak
dc.contributor.editorA/Prof Euan Lindsay and Dr Yasir M. Al-Abdeli
dc.date.accessioned2018-03-26T01:31:09Z
dc.date.available2018-03-26T01:31:09Z
dc.date.issued2011
dc.date.modified2014-03-06T02:58:49Z
dc.identifier.refuriwww.aaee.com.au
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.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.format.extent71804 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglish
dc.language.isoeng
dc.publisherCausal Productions
dc.publisher.placePerth, Australia
dc.publisher.urihttp://www.aaee.com.au/conferences/2011/
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofconferencenameAustralasian Association of Engineering Education (AAEE) 2011 Conference
dc.relation.ispartofconferencetitleProceedings of the 2011 AAEE Conference
dc.relation.ispartofdatefrom2011-01-05
dc.relation.ispartofdateto2011-01-07
dc.relation.ispartoflocationFremantle, Western Australia
dc.rights.retentionY
dc.subject.fieldofresearchScience, Technology and Engineering Curriculum and Pedagogy
dc.subject.fieldofresearchcode130212
dc.titleComparative study of project-based learning and traditional lecture-tutorial teaching approaches in undergraduate engineering courses
dc.typeConference output
dc.type.descriptionE1 - Conferences
dc.type.codeE - Conference Publications
gro.rights.copyright© The Author(s) 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.
gro.date.issued2011
gro.hasfulltextFull Text
gro.griffith.authorPanuwatwanich, Kriengsak


Files in this item

This item appears in the following Collection(s)

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

Show simple item record