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Project-Based Learning versus Cooperative Learning courses in Engineering Students
| Content Provider | Semantic Scholar |
|---|---|
| Author | Fuertes, Guillermo Vargas, Macarena F. Soto, Ismael Witker, K. Peralta, Miquel Jové Sabattin, Jorge |
| Copyright Year | 2015 |
| Abstract | This research presents the application of Project-based learning at the School of Engineering of the Catholic University of the North. Three projects were presented to students of different levels of Industrial Engineering and Computer Engineering degree in four undergraduate courses. The innovation in the application of the method is to create transversal work groups to develop multidisciplinary and challenging projects. The planning between courses allowed integrate knowledge, experiences and interests of the various team members. These projects were organized into the following 4 stages; conception, design, implementation and operation. Finally, educational assessment of the impact of Project-based learning methodology was confronted with the method of cooperative learning. The principal advantage of PBL is obtaining better skills and competences developed by students. |
| Starting Page | 3113 |
| Ending Page | 3119 |
| Page Count | 7 |
| File Format | PDF HTM / HTML |
| DOI | 10.1109/tla.2015.7350066 |
| Volume Number | 13 |
| Alternate Webpage(s) | http://ewh.ieee.org/reg/9/etrans/ieee/issues/vol13/vol13issue09Sept.2015/13TLA9_43FuertesSanchez.pdf |
| Alternate Webpage(s) | https://doi.org/10.1109/tla.2015.7350066 |
| Journal | IEEE Latin America Transactions |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
