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Using Student Feedback to Reflect on Authentic PBL (aPBL) in Undergraduate Engineering Education

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Using Student Feedback to Reflect on Authentic PBL (aPBL) in Undergraduate Engineering Education. / Lambert, Chris; Ashwin, Paul.

In: Journal of Problem-Based Learning, 01.04.2021.

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@article{f2996658376d4febbf955a693292dc74,
title = "Using Student Feedback to Reflect on Authentic PBL (aPBL) in Undergraduate Engineering Education",
abstract = "PurposeThe purpose of this study was to analyse student feedback and reflect on the experiences of convening a core module for Engineering undergraduates based on authentic PBL (aPBL), such that others may benefit.MethodsWe analyse student evaluation questionnaires (n = 110) from eight project cycles over four years. This includes responses to seven closed and two open questions. We use this feedback to stimulate reflections and suggestions for ways in which university educators can embrace these learning methods.ResultsOur results show the importance of organisation and its role on student satisfaction as well as the polar effect of industry partners in supporting students{\textquoteright} pedagogy. Whilst students achieve numerous benefits, there is a need for formal reflection to better equip students to deal with unknown futures. Students appear to be not making explicit links with aPBL and employability.ConclusionsThe proximity of student experiences to the “real world” can be advantageous as it helps students prepare for uncertainty through responding to adversity. We make recommendations that include the need for formal reflection and to make external partners aware of their pedagogic responsibilities in an accessible way.",
keywords = "Problem-Based Learningndergraduate teaching, Engineering education, Industry projects, Undergraduate teaching",
author = "Chris Lambert and Paul Ashwin",
year = "2021",
month = apr,
day = "1",
doi = "10.24313/jpbl.2020.00311",
language = "English",
journal = "Journal of Problem-Based Learning",
issn = "2288-8675",

}

RIS

TY - JOUR

T1 - Using Student Feedback to Reflect on Authentic PBL (aPBL) in Undergraduate Engineering Education

AU - Lambert, Chris

AU - Ashwin, Paul

PY - 2021/4/1

Y1 - 2021/4/1

N2 - PurposeThe purpose of this study was to analyse student feedback and reflect on the experiences of convening a core module for Engineering undergraduates based on authentic PBL (aPBL), such that others may benefit.MethodsWe analyse student evaluation questionnaires (n = 110) from eight project cycles over four years. This includes responses to seven closed and two open questions. We use this feedback to stimulate reflections and suggestions for ways in which university educators can embrace these learning methods.ResultsOur results show the importance of organisation and its role on student satisfaction as well as the polar effect of industry partners in supporting students’ pedagogy. Whilst students achieve numerous benefits, there is a need for formal reflection to better equip students to deal with unknown futures. Students appear to be not making explicit links with aPBL and employability.ConclusionsThe proximity of student experiences to the “real world” can be advantageous as it helps students prepare for uncertainty through responding to adversity. We make recommendations that include the need for formal reflection and to make external partners aware of their pedagogic responsibilities in an accessible way.

AB - PurposeThe purpose of this study was to analyse student feedback and reflect on the experiences of convening a core module for Engineering undergraduates based on authentic PBL (aPBL), such that others may benefit.MethodsWe analyse student evaluation questionnaires (n = 110) from eight project cycles over four years. This includes responses to seven closed and two open questions. We use this feedback to stimulate reflections and suggestions for ways in which university educators can embrace these learning methods.ResultsOur results show the importance of organisation and its role on student satisfaction as well as the polar effect of industry partners in supporting students’ pedagogy. Whilst students achieve numerous benefits, there is a need for formal reflection to better equip students to deal with unknown futures. Students appear to be not making explicit links with aPBL and employability.ConclusionsThe proximity of student experiences to the “real world” can be advantageous as it helps students prepare for uncertainty through responding to adversity. We make recommendations that include the need for formal reflection and to make external partners aware of their pedagogic responsibilities in an accessible way.

KW - Problem-Based Learningndergraduate teaching

KW - Engineering education

KW - Industry projects

KW - Undergraduate teaching

U2 - 10.24313/jpbl.2020.00311

DO - 10.24313/jpbl.2020.00311

M3 - Journal article

JO - Journal of Problem-Based Learning

JF - Journal of Problem-Based Learning

SN - 2288-8675

ER -