Project-Based Learning versus Cooperative Learning courses in Engineering Students

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...

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Bibliographic Details
Published in:Revista IEEE América Latina 2015-09, Vol.13 (9), p.3113-3119
Main Authors: Fuertes, Guillermo, Vargas, Manuel, Soto, Ismael, Witker, Kurt, Peralta, Maria, Sabattin, Jorge
Format: Article
Language:English
Subjects:
Adaptation models
Assessments
Computer numerical control
Education
Engineering education
Engineering students
Industrial engineering
Learning
Learning systems
Multidisciplinary
Project-based learning
Skills
Students
Technological innovation
Universities
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Summary: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.
ISSN:1548-0992
1548-0992
DOI:10.1109/TLA.2015.7350066