scholarly journals Continuous Project-Based Learning in Fluid Mechanics and Hydraulic Engineering Subjects for Different Degrees

Fluids ◽  
2020 ◽  
Vol 5 (2) ◽  
pp. 95
Author(s):  
Modesto Pérez-Sánchez ◽  
P. Amparo López-Jiménez
Keyword(s):  
Active Learning ◽  
Fluid Mechanics ◽  
Learning Experience ◽  
Project Based Learning ◽  
Hydraulic Engineering ◽  
Learning Methods ◽  
Master's Degrees ◽  
Main Research ◽  
Satisfaction Index ◽  
Engineering Department

Subjects related to fluid mechanics for hydraulic engineers ought to be delivered in interesting and active modes. New methods should be introduced to improve the learning students’ abilities in the different courses of the Bachelor’s and Master’s degree. Related to active learning methods, a continuous project-based learning experience is described in this research. This manuscript shows the developed learning methodology, which was included on different levels at Universitat Politècnica de València. The main research goal is to show the active learning methods used to evaluate both skills competences (e.g., “Design and Project”) and specific competences of the students. The research shows a particular developed innovation teaching project, which was developed by lecturers and professors of the Hydraulic Engineering Department, since 2016. This project proposed coordination in different subjects that were taught in different courses of the Bachelor’s and Master’s degrees, in which 2200 students participated. This coordination improved the acquisition of the learning results, as well as the new teaching methods increased the student’s satisfaction index.

scholarly journals Boosting critical thinking in a Project Management course: An active learning experience

2016 ◽  
Author(s):  
Jasmina Berbegal-Mirabent ◽  
Dolors Gil-Domènech ◽  
Clara Gieure
Keyword(s):  
Critical Thinking ◽  
Project Management ◽  
Active Learning ◽  
Quantitative Methods ◽  
Production Systems ◽  
Learning Experience ◽  
Peer Assessment ◽  
Project Based Learning ◽  
Learning Activity ◽  
Assessment Tasks

The present study reports the experience of a project-based learning activity in which students are asked to plan and assess the viability of an event. This activity is part of a Project Management course taught at Universitat Internacional de Catalunya, in a Masters’ Degree in Business Administration and Production Systems. With this activity students are required to apply the acquired technical skills while use different quantitative methods and tools to interpret data for decision-making. By introducing self- and peer- assessment tasks, this activity also boosts critical thinking. The results show that active learning materialized in the form of project-based learning activities make courses more enjoyable for both instructors and students, and most importantly, contribute to develop students’ skills such as teamwork and critical thinking. The findings also reveal that although pre-class readings and lectures are useful, students do not fully understand and realize about what they learn until they are actively involved in activity where they should apply the new knowledge acquired.

scholarly journals Enhancing Cultural Intelligence and Digital Literacy in Accounting Education: Insights from a University’s Global Student Consulting Programme

2021 ◽  
Vol 9 (2) ◽  
pp. 1-12
Author(s):  
Clarence Goh ◽  
Yuanto Kusnadi ◽  
Gary Pan ◽  
Poh Sun Seow
Keyword(s):  
Active Learning ◽  
Cultural Competency ◽  
Digital Literacy ◽  
Recent Literature ◽  
Learning Experience ◽  
Project Based Learning ◽  
Cross Cultural ◽  
Faculty Members ◽  
Accounting Education ◽  
Industry Partner

Recent literature has advocated for the use of project based learning to engage students in active learning. This study examines how students’ learning is enhanced through an overseas project-based learning (PBL) programme at a Singapore University (UNIS), called the UNIS-XO pedagogy. Specifically, this study provides a framework through which students, faculty members, and industry partner can collaborate through consulting programs with the aim to provide feasible recommendations to the clients. Our findings suggest that an experiential PBL with an overseas client is an important learning experience through which students can strengthen their digital literacy as well as cross-cultural competency to make them more futureready for their work.

scholarly journals Implementation of Project-Based Learning in Physical Education During the Social Distancing Pandemic Covid -19

2020 ◽  
Vol 6 (1) ◽  
pp. 1-10
Author(s):  
Afif Khoirul Hidayat
Keyword(s):  
Physical Education ◽  
Learning Experience ◽  
Project Based Learning ◽  
Physical Education Teacher ◽  
Learning Methods ◽  
Social Distancing ◽  
Face To Face ◽  
The Social ◽  
Face To Face Learning ◽  
Descriptive Method

Policy for studying at home caused by the Covid-19 pandemic impacts the Physical Education learning in Schools. This research was held to identify the application of Project-Based Learning methods on Physical Education in enacting Social Distancing Pandemic Covid-19. The way applied in this research is a descriptive method with a quality approach by Creswell. This research is a Grade VIIa students of SMP N 2 Merauke that consists of 29 students. The instrument in this research is a motivation questionnaire, interview, and documentation. The results showed that the application of Project-Based Learning methods on Physical Education, which was conducted independently in each student's home, was done very well and provided a learning experience the same as face-to-face learning. This research concludes that Project Based Learning methods with a blended approach can be used as an example and guidelines of Physical Education teacher in teaching distance learning in the enactment of Social Distancing Pandemic Covid-19.

scholarly journals Design Your Experiment (DYE) – Project based learning in Fluid Mechanics Laboratory

2021 ◽  
Vol 5 (1) ◽  
pp. 51-57
Author(s):  
Jay Shah ◽  
Prachi Thareja
Keyword(s):  
Fluid Mechanics ◽  
Learning Outcomes ◽  
Learning Experience ◽  
Project Based Learning ◽  
Team Management ◽  
Student Survey ◽  
Management Skills ◽  
Classroom Learning ◽  
Student Centered ◽  
Student Centered Learning

There is a need to implement an active and student-centered learning experience in the universities, which could help students expand their vision and better understand its application and concepts outside the classroom learning.  This article discusses an approach of Design your experiment (DYE) project in the Fluid Mechanics laboratory to make the course more interesting for the students.  We discuss various components involved in the DYE project and its learning outcomes.  The student survey shows that the DYE helps the students to enhance their fundamentals, improve their communication, leadership and team management skills.  

Perlaksanaan Kaedah Pembelajaran Berasaskan Projek dalam Pengajaran dan Pembelajaran Kaedah Fiqh

2018 ◽  
Vol 2 (2) ◽  
pp. 14-23
Author(s):  
Mohd Aderi Che Noh ◽  
Normurni Mohamad ◽  
Adibah Hasanah Abd Halim ◽  
Absha Atiah Abu Bakar
Keyword(s):  
Data Collection ◽  
Mechanical Engineering ◽  
Project Based Learning ◽  
Narrative Form ◽  
Learning Methods ◽  
Engineering Program ◽  
Science Technology ◽  
Interview Methods

This study aims to see the implementation of project based learning methods (PBL) implemented by lecturers in the Science, Technology and Engineering P&P processes in Islam as an effort to enhance students' understanding in the Fiqh Method. Respondents in this study were students of second semester, Diploma of Mechanical Engineering program, Department of Mechanical Engineering, Politeknik Banting. Observation and interview methods are used for data collection purposes. The data were analyzed descriptively and presented in narrative form. The findings show that PBL activity is a fun and enjoyable P&P activity for students. Abstrak Kajian  ini  bertujuan  untuk  melihat  perlaksanaan  kaedah  pembelajaran  berasaskan  projek  (PBL)  yang dilaksanakan  oleh  pensyarah  dalam  proses  P&P Sains,  Teknologi  dan  kejuruteraan  dalam  Islam  sebagai usaha  meningkatkan  kefahaman  pelajar  pelajar  dalam  tajuk  Kaedah Fiqh.  Responden  dalam  kajian  ini adalah   terdiri   daripada   pelajar   semester   dua   progran   Diploma   Kejuruteraan   Mekanikal,   Jabatan Kejuruteraan  Mekanikal,  Politeknik  Banting.  Kaedah  pemerhatian  dan  temu  bual  digunakan  bagi  tujuan pengutipan data. Data dianalisis secara deskriptif dan dipersembahkan dalam bentuk naratif. Dapatan kajian menunjukkan aktiviti PBL merupakan aktiviti P&P yang disukai dan menyeronokkan bagi para pelajar.

The Training of the Fufure Teachers of Ukrainian Language and Literature by Means of Interactive Studying Techniques

2020 ◽  
pp. 248-269
Author(s):  
Tetiana Rybchenko Keser
Keyword(s):  
Higher Education ◽  
Interactive Learning ◽  
Educational Institution ◽  
Learning Technologies ◽  
Educational Process ◽  
Project Work ◽  
Future Teachers ◽  
Learning Methods ◽  
Main Research ◽  
Language And Literature

The article focuses on the theoretical and methodological aspects of the use of interactive learning and its advantages over traditional learning. The use of interactive learning in both secondary and higher education is analyzed. The research goal is to theoretically substantiate and highlight the introduction of methods of the model of training future Ukrainian language and literature teachers by means of interactive learning technologies, as well as to determine the factors of their choice. The main research methods used were analysis, generalization and modeling, observation, synthesis, systematization. The results of the conducted research allowed the author to reveal the qualities that a future teacher of Ukrainian language and literature should possess; to describe some pedagogical problems of training the future teachers of Ukrainian language and literature by means of interactive learning technologies.The benefit of this study is the defined content of interactive learning, which is believed to be a specially organized comfortable mutual learning of participants of the educational process as equal its subjects, which provides for their continuous active interaction, during which each of the students realizes and reflects all its knowledge and actions, feels successful and intellectually capable. The author identified such interactive learning methods of the model of training future teachers of Ukrainian language and literature in higher education institutions as: trainings, educational discussions; game technologies; interactive lectures: problem lectures, lecture-visualization, binary lecture, lecture-press conference, round table, cases, brainstorming. Moreover, the most used interactive learning methods of training future teachers of Ukrainian language and literature in universities are given and theoretically grounded; they are training, discussion, role playimg, method of «Spoiled phone», method of «remote project work Minecraft», «Сourt hearing», «Augmented reality», use of presentations. The author highlights their introduction into the work of the National Pedagogical Dragomanov University, states the positive aspects of interactive learning compared to classical one, determines seven factors for the choice of methods. As a result the author makes a conclusion that the use of interactive technologies not only contributes to the creation of an atmosphere of cooperation and mutual understanding in the educational institution, but also implements the basic principles of personality-oriented learning.

Active Learning, Cooperative Active Learning, and Passive Learning Methods in an Accounting Information Systems Course

2015 ◽  
Vol 32 (2) ◽  
pp. 1-16 ◽  
Author(s):  
Jennifer Riley ◽  
Kerry Ward
Keyword(s):  
Information Systems ◽  
Active Learning ◽  
Student Performance ◽  
Accounting Information ◽  
Data Availability ◽  
Exam Performance ◽  
Learning Methods ◽  
Accounting Information Systems ◽  
Passive Learning ◽  
Learning Conditions

ABSTRACT We report the results of a study to examine the effectiveness of active versus passive learning methods in the accounting information systems area. Two groups of students completed an assignment under two active learning conditions (individual and cooperative), while a third group covered the same topic in a passive lecture. Our findings indicate support for active learning, measured through student performance on exam questions and student feedback on a questionnaire. However, compared to passive learners, we find significantly improved exam performance only for students who work individually in an active environment. Students in the cooperative active environment posted exam scores that were not statistically different from passive participants' scores. Students in both individual and cooperative active environments reported positive feedback on satisfaction, perceived learning, and effectiveness of the method. We conclude that active learning enhances student outcomes, particularly for those who work individually. Data Availability: Data are available upon request.

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