Abstract
Despite the vast implementation of project-oriented courses in advanced academic curricula, little is known about their efficiency in properly transmitting material to students. The idea behind this research is to identify the advantages and disadvantages of learning outcomes in a project-oriented environment. A project-oriented course, spanning a single semester across two campuses, was used as a method of measuring various learning outcomes. Students partook in the research both explicitly and implicitly. Staff members' continuous inquiry into the pace and success of the students' advancement of the project, together with the direct feedback from the students, yields a substantial subset of the overall results. Ultimately, a tailored survey, consisting of questions regarding the original learning outcomes was statistically analysed to verify the researchers' observations throughout the duration of the course. Initial results imply that the course significantly contributed to the student's professional expertise in the field.
| Original language | English |
|---|---|
| Pages (from-to) | 228-233 |
| Number of pages | 6 |
| Journal | World Transactions on Engineering and Technology Education |
| Volume | 15 |
| Issue number | 3 |
| State | Published - 1 Jan 2017 |
| Externally published | Yes |
ASJC Scopus subject areas
- Education
- General Engineering