17 research outputs found
Engineering Students' Perception on Learning through Cooperative Problem-based Learning (CPBL) for the First Time
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Problem-based learning in facilities planning: a pilot implementation
No full textIn Universiti Teknologi Malaysia, Problem Based Learning (PBL) is proposed as an alternative to lectures in moulding engineering graduates to acquire attributes that are required to excel in today’s k-economy. To investigate if PBL is viable for undergraduates in the Faculty of Mechanical Engineering, a pilot implementation of PBL in Facilities Planning, a subject required for final year Mechanical Engineering undergraduates with specialization in Industrial Engineering was executed. With 60 students in the class, the whole syllabus of the subject was covered using three main PBL problems. PBL was conducted with the help of industrial partners: a semiconductor company, and a furniture factory. The outcome of the implementation was highly encouraging. Students were able to illustrate good understanding of the content, while progressively exhibiting maturity in their generic skills, such as communication, team-working, self-directed learning and problem-solving. However, several aspects of the execution can be further improved
Problem based learning for process control and dynamics, part 1: effective planning for a typical course
No full textThe Process Control and Dynamics course in the undergraduate Chemical Engineering programme at Universiti Teknologi Malaysia underwent a gradual change in the way it was taught since 2002, by incorporating Cooperative Learning (CL), Problem-based Learning (PBL) and finally Cooperative Problem-based Learning (CPBL). CPBL is the integration of CL principles into the PBL cycle to support the implementation of PBL in a typical class setting, where students are gathered in small groups of three to five in a medium class size of up to sixty students for one floating facilitator. Currently, more than 90% of the course is covered using CPBL with four problems. To ensure coverage of the course syllabus using the problems, and the necessary support for attaining outcomes using CPBL throughout the semester, proper planning must be made ahead of time. This paper explains how to plan the time frame for the problems within a semester consisting of fourteen weeks. Planning is necessary so that a suitable length of time can be allotted to ensure that students can go through the CPBL cycle for each problem, while allowing for scaffolding activities needed to support students to learn. Efforts to innovate the teaching of the course have positive impacts towards students. Research conducted on the implementation of CPBL showed that there was significant increases in students' motivation towards learning the course, as well as their learning strategies and team-based problem solving skills
