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dc.contributor.authorHall, Wayneen_US
dc.contributor.authorPalmer, Stuarten_US
dc.contributor.authorBennett, Mitchellen_US
dc.date.accessioned2017-05-03T15:39:59Z
dc.date.available2017-05-03T15:39:59Z
dc.date.issued2012en_US
dc.date.modified2012-09-20T22:01:56Z
dc.identifier.issn03043797en_US
dc.identifier.doi10.1080/03043797.2012.674489en_US
dc.identifier.urihttp://hdl.handle.net/10072/46894
dc.description.abstractProject-based learning (PBL) is a well-known student-centred methodology for engineering design education. The methodology claims to offer a number of educational benefits. This paper evaluates the student perceptions of the initial and second offering of a first-year design unit at Griffith University in Australia. It builds on an earlier evaluation conducted after the initial offering of the unit. It considers the implementation of the recommended changes. Evaluations of the two offerings reveal that students (in both the initial and second offering) generally enjoyed the experience, but that the second offering was found to be a significantly more enjoyable learning experience. Students in the second offering also reported a significantly better understanding of what they needed to do for the design projects and where to find the requisite information. The oral presentation aspect of the initial and second offerings received the lowest satisfaction rating. The inclusion (and delivery) of the computer-aided drawing component of the unit is seen as a positive aspect by some students, but many others comment on it negatively. The best aspects of the PBL unit and those aspects needing further improvement were similar to the findings of other investigations documented in the literature.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_US
dc.languageEnglishen_US
dc.publisherTaylor & Francisen_US
dc.publisher.placeUnited Kingdomen_US
dc.relation.ispartofstudentpublicationNen_US
dc.relation.ispartofpagefrom155en_US
dc.relation.ispartofpageto165en_US
dc.relation.ispartofissue2en_US
dc.relation.ispartofjournalEuropean Journal of Engineering Educationen_US
dc.relation.ispartofvolume37en_US
dc.rights.retentionYen_US
dc.subject.fieldofresearchScience, Technology and Engineering Curriculum and Pedagogyen_US
dc.subject.fieldofresearchcode130212en_US
dc.titleA longitudinal evaluation of a project-based learning initiative in an engineering undergraduate programmeen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyGriffith Sciences, Griffith School of Engineeringen_US
gro.date.issued2012
gro.hasfulltextNo Full Text


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    Contains articles published by Griffith authors in scholarly journals.

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