Evaluating Engineering Students' Perceptions: The Impact of Team-Based Learning Practices in Engineering Education

S. Chandrasekaran, Binali Silva, A. Patil, A. Oo, M. Campbell
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引用次数: 1

Abstract

The focus of this research study is to evaluate engineering students’ perceptions on team-based learning practices in engineering education course. Team based learning (TBL) is an effective approach, which emphasizes active learning in a collaborative task. In an engineering curriculum, students are encouraged to develop skills around TBL that helps to enhance graduate employability opportunities. This paper presents an exploratory analysis of evaluating engineering students’ perceptions in practising TBL at a postgraduate study level. The cohort of students that participated in this study were primarily postgraduate engineering students at Deakin University. Around 38 participants responded to the online survey questions on TBL in a particular postgraduate unit. The positive experiences and expectations from the participants’ perceptions established that TBL enhances student-learning outcomes with possible pre-acquired knowledge on team based learning. The overall responses from this research study suggest that students require pre-and post training on TBL practices in order to enhance the curriculum learning and teaching towards graduate employability readiness.
评估工程学生的认知:团队学习实践在工程教育中的影响
本研究的重点是评估工科学生对工程教育课程中团队学习实践的看法。基于团队的学习(TBL)是一种有效的学习方法,它强调在协作任务中主动学习。在工程课程中,鼓励学生围绕TBL发展技能,这有助于提高毕业生的就业机会。本文对工科学生在研究生阶段实践TBL的认知进行了探索性分析。参与这项研究的学生主要是迪肯大学工程专业的研究生。大约有38名参与者回答了一个特定研究生单元关于TBL的在线调查问题。参与者感知的积极体验和期望表明,TBL可以通过预先获得的团队学习知识来提高学生的学习成果。本研究的整体反应表明,学生需要在职前和职后进行TBL实践训练,以提高课程的学习和教学,为毕业生就业做好准备。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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