Project-Based Learning in Capstone Design Courses for Engineering Students: Factors Affecting Outcomes

Autor/inn/en	Joo, Young Ju; Lim, Kyu Yon; Lee, So Young
Titel	Project-Based Learning in Capstone Design Courses for Engineering Students: Factors Affecting Outcomes
Quelle	In: Issues in Educational Research, 29 (2019) 1, S.123-140 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1837-6290
Schlagwörter	Active Learning; Student Projects; Engineering Education; Curriculum; Student Satisfaction; Academic Achievement; College Students; Problem Solving; Teamwork; Outcomes of Education + Suchen Sie Ihr Suchwort? Aktives Lernen; Schulprojekt; Ingenieurausbildung; Curricula; Lehrplan; Rahmenplan; Schulleistung; Collegestudent; Problemlösen; Lernleistung; Schulerfolg
Abstract	This study aimed to examine the structural relationships among factors that affect learner satisfaction and achievement in project-based learning for capstone design courses in engineering education. Specifically, problem-solving efficacy, task value, teamwork competency, and task authenticity are suggested as critical factors that affect learner satisfaction and perceived achievement. The study employed structural equation modelling in order to examine the relationships among the variables, and the data from 363 university students who were enrolled in capstone design courses were analysed. The results suggest that task value and task authenticity exerted significant effects on learner satisfaction. Problem-solving efficacy, teamwork competency, task authenticity, and satisfaction exerted significant effects on learning outcomes, but task value did not. The results imply that the effects of problem-solving efficacy on perceived achievement reveal the importance of motivational factors in capstone design courses. In addition, instructional strategies that highlight task utility value and provide environments in which learners can share that value would be meaningful in promoting learning effectiveness in capstone design courses. (As Provided).
Anmerkungen	Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.waier.org.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01