Document Type

Article

Publication Date

1-1-2018

Publication Source

International Journal of Engineering Pedagogy

Abstract

The classroom experience has evolved from traditional lecture, PowerPoint and whiteboards to a more active environment where students and instructors work together on hands-on activities to achieve the course objectives. Various names have been given to this pedagogy; experiential learning, project based learning (client based versus non-client based), active learning, and problem based learning are a handful of names used to describe this evolving pedagogy. The main challenge faced by educators in educating undergraduate students to be independent thinkers and problem solvers has been the driving force fueling the shift in pedagogy. This research looks into student’s perception on project based learning with client based and non-client based projects in terms of: the project as a learning device, contribution to research knowledge, motivation to learn, contribution to skills and personal benefits, and their effects on student evaluation of teaching and motivation to learn. From the study, both project types motivate students, but, the non-client based had a higher statistically significant mean than the client based projects.

Inclusive pages

93-103

ISBN/ISSN

2192-4880

Comments

This document is made available through the Creative Commons Attribution (CC-BY) license. Permission documentation is on file.

DOI: https://doi.org/10.3991/ijep.v8i3.8498

Publisher

International Association of Online Engineering

Volume

8

Issue

3

Peer Reviewed

yes

Keywords

Active learning, Experiential learning, Project-based learning, Team projects

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