Implementation of PjBL With Remote Lab Enhances the Professional Skills of Engineering Students

Autor/inn/en	Hayashi, V.; Dutra, J.; Almeida, F.; Arakaki, R.; Midorikawa, E.; Canovas, S.; Cugnasca, P.; Ruggiero, W.
Titel	Implementation of PjBL With Remote Lab Enhances the Professional Skills of Engineering Students
Quelle	In: IEEE Transactions on Education, 66 (2023) 4, S.369-378 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hayashi, V.) ORCID (Almeida, F.) ORCID (Arakaki, R.) ORCID (Cugnasca, P.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-9359
DOI	10.1109/TE.2023.3243532
Schlagwörter	Students; Engineering Education; Laboratory Training; Electronic Learning; Distance Education; Skill Development; Critical Thinking; Thinking Skills; Problem Solving; Communication Skills; Cooperation; Active Learning; Student Projects; Peer Evaluation; In Person Learning; Control Groups; Difficulty Level; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Student; Schüler; Schülerin; Studentin; Ingenieurausbildung; Laborkunde; Distance study; Distance learning; Fernunterricht; Kompetenzentwicklung; Qualifikationsentwicklung; Kritisches Denken; Denkfähigkeit; Problemlösen; Kommunikationsstil; Co-operation; Kooperation; Aktives Lernen; Schulprojekt; Schwierigkeitsgrad; Unterrichtserfolg
Abstract	Contribution: This article describes one approach to foster technical skills (Digital Electronics) and professional skills (critical thinking, problem solving, communication, and collaboration) for Computer Engineering students in a fully remote way. Background: Engineering competencies development requires practical activities. Besides the technical skills, professional skills such as communication are necessary in the workplace. Intended Outcomes: When compared to face-to-face offering, the fully remote course must have no statistically relevant differences in terms of student performance. The course must also support the enhancement of professional skills (e.g., collaboration). Application Design: This study presents a comparison of the face-to-face (one year) and the fully remote (two years) Digital Electronics lab offerings. A course organization framework is proposed with two blocks: (1) controlled experiments and (2) projects in groups of two students. The study investigates how Project-Based Learning and Peer Assessment are perceived by students in the fully remote offering. A total of 110 students participated in the years 2019 (face-to-face), 2020, and 2021 (fully remote). Findings: Students in the second remote course offering (2021) presented a higher performance in their projects than face-to-face students (2019). Besides the student performance and technical skills development, it was observed that problem solving and collaboration, professional skills could be enhanced according to the students' perceptions. However, the same did not occur for critical thinking or communication professional skills even with the Peer Assessment and project pitches. The main concern is the high workload for students. (As Provided).
Anmerkungen	Institute of Electrical and Electronics Engineers, Inc. 445 Hoes Lane, Piscataway, NJ 08854. Tel: 732-981-0060; Web site: http://ieeexplore.ieee.org/xpl/RecentIssue.jsp?punumber=13
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01