Project-Based Learning with Examples from Industry in University Courses: An Experience Report from an Undergraduate Requirements Engineering Course

2016 ◽  
Author(s):  
Marian Daun ◽  
Andrea Salmon ◽  
Thorsten Weyer ◽  
Klaus Pohl ◽  
Bastian Tenbergen
Keyword(s):  
Requirements Engineering ◽  
Project Based Learning ◽  
Experience Report ◽  
University Courses

A comparative study of three teaching methods on student information literacy in stand-alone credit-bearing university courses

2016 ◽  
Vol 43 (5) ◽  
pp. 601-614 ◽  
Author(s):  
Danica Dolničar ◽  
Bojana Boh Podgornik ◽  
Tomaž Bartol
Keyword(s):  
Active Learning ◽  
Information Literacy ◽  
Teaching Methods ◽  
Assessment Tool ◽  
Project Based Learning ◽  
Learning Groups ◽  
University Courses ◽  
Post Test ◽  
Student Information ◽  
Searching Skills

Three teaching methods, applied to credit-bearing information literacy (IL) university courses, were evaluated and compared. The effects of lecture-based learning (LBL), project-based learning (PjBL) and problem-based learning (PBL) were investigated using the information literacy test (ILT) as an assessment tool, with regard to the total ILT score, specific IL contents according to the five ACRL standards and students’ mental skills according to the Bloom’s cognitive categories. While all three teaching methods showed a significant improvement in the ILT post-test, the active-learning groups of PjBL and PBL scored significantly better than the LBL group. The most notable positive difference was observed in students’ effective access to information related to database searching skills, in the intellectual property/ethics issues and in the cognitive category of comprehension. The PjBL and PBL post-test results did not differ significantly, indicating that both active learning methods resulted in similar improvements of students’ IL.

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