Jaeger, M and Adair, D, Assessment influence on Project‐Based Learning (PBL) environment perception, Proceedings of the Fifth International Symposium on Project Approaches in Engineering Education (PAEE'2013), 8-9 July 2013, Eindhoven, The Netherlands, pp. 1-9. ISBN 978-989-8525-21-5 (2013) [Refereed Conference Paper]
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The purpose of this study is to identify the influence of portfolio assessments on engineering students’ perceptions of their learning environment when being exposed to the Problem‐Based Learning (PBL) approach for the first time.
Based on a three factorial PBL environment (consisting of learning facilitator support, student responsibility and project quality), data regarding students’ perception was collected through a questionnaire survey before and after assessments (pre‐ and post‐assessment analysis) and analysed by applying Confirmatory Factor Analysis (CFA).
The analysis revealed that it was only after assessment that students understood the importance of reaching learning outcomes (versus carrying out projects), the necessity of exerting personal effort (versus group effort) and the intentional low level of guidance by the learning facilitators better.
For engineering educators and educational institutions the findings suggest that the PBL approach needs to be explained to novice students repeatedly and clearly throughout the course, and not just initially.
|Item Type:||Refereed Conference Paper|
|Keywords:||Problem‐Based Learning (PBL), learning environment, student perception, assessment|
|Research Group:||Specialist studies in education|
|Research Field:||Education assessment and evaluation|
|Objective Division:||Education and Training|
|Objective Group:||Learner and learning|
|Objective Field:||Learner and learning not elsewhere classified|
|UTAS Author:||Jaeger, M (Dr Martin Jaeger)|
|UTAS Author:||Adair, D (Dr Desmond Adair)|
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