Staff Perceptions of Implementing Project-Based Learning in Engineering Education

Autor/inn/en	Mitchell, John E.; Rogers, Lynne
Titel	Staff Perceptions of Implementing Project-Based Learning in Engineering Education
Quelle	In: European Journal of Engineering Education, 45 (2020) 3, S.349-362 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mitchell, John E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2019.1641471
Schlagwörter	Engineering Education; Facilitators (Individuals); Active Learning; Student Projects; College Faculty; Undergraduate Students; Teacher Attitudes; Teaching Experience; Prior Learning; Teaching Styles; Teacher Student Relationship; Teacher Role; Self Efficacy; Student Centered Learning; Program Implementation; Foreign Countries; United Kingdom (London) + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Aktives Lernen; Schulprojekt; Fakultät; Lehrerverhalten; Vorkenntnisse; Lehrstil; Unterrichtsstil; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerrolle; Self-efficacy; Selbstwirksamkeit; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Ausland
Abstract	As the introduction of active learning techniques such as project-based learning (PjBL) becomes more widespread in engineering schools, it is important to understand the implications and development needs of staff in the transition to this mode of teaching. Through a review of education literature and a structured interview process, a set of elements that occur in the transition of staff to being a PjBL facilitator were identified. We contrast staff new to the technique with those who have been involved in this form of teaching for some time. The study presents the key skills and approaches that are developed in staff who engage in the facilitation of PjBL classes to deliver engineering education. Of foremost importance was the responsiveness of staff to be confident in supporting students' learning in an active learning environment where the student assumes much of the control. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01