The Impact of Project-Based Learning on Improving Student Learning Outcomes of Sustainability Concepts in Transportation Engineering Courses

Autor/inn/en	Fini, Elham H.; Awadallah, Faisal; Parast, Mahour M.; Abu-Lebdeh, Taher
Titel	The Impact of Project-Based Learning on Improving Student Learning Outcomes of Sustainability Concepts in Transportation Engineering Courses
Quelle	In: European Journal of Engineering Education, 43 (2018) 3, S.473-488 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2017.1393045
Schlagwörter	Active Learning; Student Projects; Intervention; Academic Achievement; Engineering Education; Brainstorming; Outcomes of Education; Transportation; Thinking Skills; Teamwork; Questionnaires; Case Studies; Sustainability; Communication Skills; Student Surveys; Constructivism (Learning); Teaching Methods; Comparative Analysis; Teacher Effectiveness; Program Implementation; Self Efficacy; Statistical Analysis; Factor Analysis; North Carolina (Greensboro) + Suchen Sie Ihr Suchwort? Aktives Lernen; Schulprojekt; Schulleistung; Ingenieurausbildung; Lernleistung; Schulerfolg; Verkehrswesen; Denkfähigkeit; Fragebogen; Case study; Fallstudie; Case Study; Nachhaltigkeit; Kommunikationsstil; Schülerbefragung; Teaching method; Lehrmethode; Unterrichtsmethode; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Self-efficacy; Selbstwirksamkeit; Statistische Analyse; Faktorenanalyse
Abstract	This paper describes an intervention to enhance students' learning by involving students in brainstorming activities about sustainability concepts and their implications in transportation engineering. The paper discusses the process of incorporating the intervention into a transportation course, as well as the impact of this intervention on students' learning outcomes. To evaluate and compare students' learning as a result of the intervention, the Laboratory for Innovative Technology and Engineering Education survey instrument was used. The survey instrument includes five constructs: higher-order cognitive skills, self-efficacy, ease of learning subject matter, teamwork, and communication skills. Pre- and post-intervention surveys of student learning outcomes were conducted to determine the effectiveness of the intervention on enhancing students' learning outcomes. The results show that the implementation of the intervention significantly improved higher-order cognitive skills, self-efficacy, teamwork, and communication skills. Involving students in brainstorming activities related to sustainability concepts and their implications in transportation proved to be an effective teaching and learning strategy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01