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The process of design based learning : a students' perspective

Joordens, Matthew, Chandrasekaran, Sivachandran, Stojcevski, Alex and Littlefair, Guy 2012, The process of design based learning : a students' perspective, in AAEE 2012 : The profession of engineering education, advancing teaching, research and careers : Proceedings of the 23rd Annual Conference of the Australasian Association for Engineering Education, ESER group, Swinburne University of Technology, Melbourne, Vic., pp. 927-934.

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Title The process of design based learning : a students' perspective
Author(s) Joordens, MatthewORCID iD for Joordens, Matthew orcid.org/0000-0003-2253-4428
Chandrasekaran, Sivachandran
Stojcevski, Alex
Littlefair, Guy
Conference name Australasian Association for Engineering Education. Conference (23rd : 2012 : Melbourne, Australia)
Conference location Melbourne, Vic.
Conference dates 3-5 Dec. 2012
Title of proceedings AAEE 2012 : The profession of engineering education, advancing teaching, research and careers : Proceedings of the 23rd Annual Conference of the Australasian Association for Engineering Education
Editor(s) Mann, Llewellyn
Daniel, Scott
Publication date 2012
Conference series Australasian Association for Engineering Education Conference
Start page 927
End page 934
Total pages 8
Publisher ESER group, Swinburne University of Technology
Place of publication Melbourne, Vic.
Keyword(s) design based learning
students' perspective
quality assurance
Summary BACKGROUND : Deakin engineering has used Design Based Learning (DBL) as one of its engineering learning principles for further development in teaching and learning. Whilst the students are surveyed after every unit, this data only provides a generic overview of the process and does not help the academic staff determine if DBL is a preferable learning and teaching approach. What is required to improve the process is a holistic approach from the students’ perspective over the entire degree program.

PURPOSE : Do students see any value in DBL and should it be is further developed for teaching and learning? This study examines students’ perceptions of DBL in their curriculum, DBL in final year project, DBL in engineering career.

DESIGN/METHOD : A survey dedicated to DBL from the students’ point of view has been designed and given to 30 fulltime students in 3rd year in engineering at Deakin. A qualitative and quantitative analysis of this survey will give students’ perspective of DBL as they progress through their degree studies.

RESULTS : The full time students’ surveyed indicated that they believed that DBL was a useful tool and was of value to their career. Also that it would be helpful as part of their final project and that it helps teamwork although they would like to see it used for both team and individual work.

CONCLUSIONS : The full time students’ surveyed displayed a basic understanding of DBL and an eagerness to use it. Students’ perceived that DBL approach got an important value in their learning curriculum and it is a positive sign for the Deakin engineering to use it as one of its engineering learning principle.
ISBN 9780987177230
Language eng
Field of Research 120403 Engineering Design Methods
Socio Economic Objective 930599 Education and Training Systems not elsewhere classified
HERDC Research category E1 Full written paper - refereed
Copyright notice ©2012, The Authors
Free to Read? Yes
Persistent URL http://hdl.handle.net/10536/DRO/DU:30051062

Document type: Conference Paper
Collections: School of Engineering
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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.