Progression of Student Self-Assessed Learning Outcomes in Systemic PBL

Autor/inn/en	Kolmos, Anette; Holgaard, Jette Egelund; Clausen, Nicolaj Riise
Titel	Progression of Student Self-Assessed Learning Outcomes in Systemic PBL
Quelle	In: European Journal of Engineering Education, 46 (2021) 1, S.67-89 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2020.1789070
Schlagwörter	Engineering Education; Outcomes of Education; Problem Based Learning; Teaching Methods; Education Work Relationship; Longitudinal Studies; Job Skills; Undergraduate Students; Employment; Comparative Analysis; Reference Groups; Student Attitudes; Self Evaluation (Individuals); Natural Sciences; Foreign Countries; Universities; Educational Environment; Denmark + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Lernleistung; Schulerfolg; Problem-based learning; Problemorientiertes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Produktive Fertigkeit; Dienstverhältnis; Reference group; Bezugsgruppe; Schülerverhalten; Naturwissenschaften; Ausland; University; Universität; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Dänemark
Abstract	Problem- and project-based learning (PBL) has been seen as one of the pedagogical models to bridge the knowledge gab between education and work. This article reports a study of students' preparedness from a systemic PBL university to enter work life. Theoretically, a conceptual understanding of a systemic PBL is presented including four elements: (1) knowledge and problem modes, (2) variation in problem and project approaches, (3) an interlinked full-scale curriculum, and (4) focus on PBL competences and employability skills. A longitudinal study for a national cohort of Danish engineering education students from the first-year programme until graduation and into their first job is presented. A comparison of a systemic PBL university with a reference group is presented. The findings show that students at the systemic PBL university compared to the reference universities report a higher level of preparedness in terms of generic and contextual competences but self-assess themselves as less prepared considering more domain-specific competences related to natural science. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01