E-Learning Applications in Engineering and the Project-Based Learning vs Problem-Based Learning Styles: A Critical & Comparative Study | ||
| Engineering and Technology Journal | ||
| Article 1, Volume 37, 4C, December 2019, Pages 391-396 PDF (633.07 K) | ||
| Document Type: Research Paper | ||
| DOI: 10.30684/etj.37.4C.1 | ||
| Author | ||
| Hatim G. Abood | ||
| College of Engineering, University of Diyala - Iraq | ||
| Abstract | ||
| The paper aims to critically review the learning styles and teaching methods of engineering curricula and to compare it with the requirements of engineering profession. Present engineers need to response effectively to the increasingly complex systems. The engineer has to deal with vector and scaler quantities, complex numbers, imaginary parts, electromagnetic fields, and complex constructions are designed and implemented in 3-Dimensions environment. This should be reflected in engineering education styles, where lecturers try to convey many aspects of complex systems. The purpose of engineering education is that to graduate engineers who can design and solve technical problems, and that design thinking is incremental and needs several skills. To be successful, engineers must have knowledge that goes beyond theories. However, problem solving is no longer the only essential skill required by the engineer. Rather, project-based thinking and team work skills are fundamental in practice. The paper briefly illustrates advantages and disadvantages of each learning styles considering the educational environment. Moreover, the currently most-favoured pedagogical model for teaching design, Project-Based learning (PjBL) along with the Problem-Based Learning (PbBL) is explored in this paper and its assessment criteria. | ||
| Keywords | ||
| E-Learning; Engineering education; learning styles; Problem-Based Learning; Project-Based learning | ||
| References | ||
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[1] G. Heitmann, “Project-oriented study and projectorganized curricula: A brief review of intentions and solutions,” European Journal of Engineering Education 21, 2, 121-131, 1996. [2] C.L. Dym, J.S. Rossmann, and S.D. Sheppard, “On Designing Engineering Education: Lessons Learned at Mudd Design Workshop IV,” International Journal of Engineering Education, Vol. 20, No. 3, pp. 470–474, 2004. [3] J.W. Prados, “Can ABET really make a Difference?” International Journal of Engineering Education, Vol. 20, No. 3, pp. 315–317, 2004. [4] National Academy of Engineering, “The Engineer of 2020: Visions of Engineering in the New Century," Washington, D.C.: The National Academies Press, 2004. [5] L. Feisel and A. Rosa, “The Role of the Laboratory in Undergraduate Engineering Education,” Journal of Engineering Education, 2006. [6] J. Milles and D. Treasure, “ENGINEERING EDUCATION – IS PROBLEMBASED OR PROJECTBASED LEARNING THE ANSWER?,” Australian journal of engineering education (ASEE), 2012. [7] C. Dyme and A. Agogine, “Engineering Design Thinking, Teaching, and Learning,” Journal of engineering education, 2007. | ||
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