Potential and challenges of project-based learning in engineering education at the United Arab Emirates University

Chowdhury, Rezaul K. (2015) Potential and challenges of project-based learning in engineering education at the United Arab Emirates University. In: Advances in engineering education in the Middle East and North Africa: current status and future insights. Springer International Publishing, Switzerland, pp. 323-342. ISBN 978-3-319-15322-3

Abstract

Learning styles of most engineering students and teaching styles of most engineering instructors are incompatible in several dimensions. Many or most engineering students are visual, sensing, inductive, and active, whereas engineering education is mostly verbal (auditory), abstract (intuitive), deductive, passive, and sequential. These mismatches lead to poor pupil performance, professorial frustration and a barrier to producing many potentially excellent engineers. The modern method of engineering education involves contemporary teaching and learning practices using project- and program-based learning, work-integrated learning and integrative learning approaches. The project-based learning (PBL) is acknowledged as a collaborative, progressive, student-centered, interactive, active, and deep-learning approach. The chapter describes the learning styles of engineering students, teaching approaches of engineering instructors, role of smart technologies, and their applications for the implementation of PBL in engineering education at the United Arab Emirates University (UAEU). Students and instructors were surveyed to understand their learning and instruction manners. Most engineering students at UAEU are observed to be active, visual, sensory, and sequential, whereas surveyed engineering instructors exhibited their strong preference for the expert and delegator style of instruction. Instructors also exhibited their preference for a facilitator style of teaching. Previous studies discovered that the PBL approach prefers the facilitator style of education rather than expert or delegator styles. It was observed that both students and instructors at UAEU are aware of, have adequate institutional supports, and are using advanced technologies in their learning and teaching. Thus, in spite of some manageable constraints, there is potential for implementing PBL in engineering instruction at the UAEU.


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Item Type: Book Chapter (Commonwealth Reporting Category B)
Refereed: Yes
Item Status: Live Archive
Additional Information: Permanent restricted access to Published version in accordance with the copyright policy of the publisher.
Faculty / Department / School: Current - Faculty of Health, Engineering and Sciences - School of Civil Engineering and Surveying
Date Deposited: 05 Jun 2018 00:46
Last Modified: 21 Sep 2018 03:19
Uncontrolled Keywords: learning styles, teaching styles, project-based learning, engineering students, United Arab Emirates University
Fields of Research : 13 Education > 1302 Curriculum and Pedagogy > 130202 Curriculum and Pedagogy Theory and Development
Socio-Economic Objective: E Expanding Knowledge > 97 Expanding Knowledge > 970113 Expanding Knowledge in Education
Identification Number or DOI: 10.1007/978-3-319-15323-0_13
URI: http://eprints.usq.edu.au/id/eprint/34206

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