You are not logged in.

Evaluating engineering students' perceptions - the impact of team-based learning practices in engineering education

Chandrasekaran, S., Silva, B, Patil, A., Oo, A. and Campbell, M. 2017, Evaluating engineering students' perceptions - the impact of team-based learning practices in engineering education, International journal of quality assurance in engineering and technology education (IJQAETE), vol. 5, no. 4.

Attached Files
Name Description MIMEType Size Downloads

Title Evaluating engineering students' perceptions - the impact of team-based learning practices in engineering education
Author(s) Chandrasekaran, S.ORCID iD for Chandrasekaran, S. orcid.org/0000-0003-2871-880X
Silva, B
Patil, A.ORCID iD for Patil, A. orcid.org/0000-0002-4009-0739
Oo, A.
Campbell, M.ORCID iD for Campbell, M. orcid.org/0000-0001-5865-2966
Journal name International journal of quality assurance in engineering and technology education (IJQAETE)
Volume number 5
Issue number 4
Article ID 3
Publisher IGI Global
Place of publication Hershey, Pa.
Publication date 2017-06-05
ISSN 2155-496X
2155-4978
Keyword(s) team-based learning practices
collaborative learning
graduate skills
engineering education
Summary The focus of this research study is to evaluate engineering students’ perceptions on team-based learning practices in engineering education course. Team based learning (TBL) is an effective approach, which emphasizes active learning in a collaborative task. In an engineering curriculum, students are encouraged to develop skills around TBL that helps to enhance graduate employability opportunities. This paper presents an exploratory analysis of evaluating engineering students’ perceptions in practising TBL at a postgraduate study level. The cohort of students that participated in this study were primarily postgraduate engineering students at Deakin University. Around 38 participants responded to the online survey questions on TBL in a particular postgraduate unit. The positive experiences and expectations from the participants’ perceptions established that TBL enhances student-learning outcomes with possible pre-acquired knowledge on team based learning. The overall responses from this research study suggest that students require pre-and post training on TBL practices in order to enhance the curriculum learning and teaching towards graduate employability readiness.
Language eng
Field of Research 091503 Engineering Practice
099999 Engineering not elsewhere classified
Socio Economic Objective 930101 Learner and Learning Achievement
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©[2017, The Authors]
Persistent URL http://hdl.handle.net/10536/DRO/DU:30095473

Document type: Journal Article
Collection: School of Engineering
Connect to link resolver
 
Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved.

Versions
Version Filter Type
Citation counts: TR Web of Science Citation Count  Cited 0 times in TR Web of Science
Scopus Citation Count Cited 0 times in Scopus
Google Scholar Search Google Scholar
Access Statistics: 37 Abstract Views, 6 File Downloads  -  Detailed Statistics
Created: Wed, 10 May 2017, 13:18:15 EST

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.