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Implementation of micro-level problem based learning in a course on electronic materials

Accreditation bodies for engineering education around the world have been advocating for the implementation of outcome based education. In order to achieve this effectively, engineering educators are increasingly adopting student-centered modes of learning. One such mode is problem based learning (P...

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Main Author: Haseeb, A.S. Md. Abdul
Format: Article
Published: International Council on Materials Education 2011
Subjects:
TA Engineering (General). Civil engineering (General)
Online Access:http://eprints.um.edu.my/5501/
https://icme.unt.edu/journal.html
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spelling my.um.eprints.55012018-10-17T01:03:06Z http://eprints.um.edu.my/5501/ Implementation of micro-level problem based learning in a course on electronic materials Haseeb, A.S. Md. Abdul TA Engineering (General). Civil engineering (General) Accreditation bodies for engineering education around the world have been advocating for the implementation of outcome based education. In order to achieve this effectively, engineering educators are increasingly adopting student-centered modes of learning. One such mode is problem based learning (PBL). In this paper experience with the implementation of micro-level PBL is described. Here one topic in a course on electronic materials at the undergraduate programme in materials engineering is taught using PBL. At the end of the course, students feedback is recorded to gauge the success or otherwise of this learning method. In general, student are found to be more enthuiastic in learning with PBL than in lectures. They appreciated to have, in the PBL, an opportunity to play the role of a professional engineer and to apply acquired kowledge to solve a particular problem. Student feedback reveals that PBL can be effective in achieving the programme outcomes (POs) that are not easy to achieve through lectures, such as those related to i) lifelong learning, ii) team work, iii) professional and ethical responsibility, iv) economic, social and environmental impact, etc.. Thus PBL can complement lectures in successfully implementing outcome based education. Implementation of PBL at the micro level, that is, for one topic in a course has been found to be fairly easy as it does not require any extra resources. Since converting the whole undergraduate programme into PBL can be a formidable venture, it is believed that PBL can be adopted for a limited number of topics in some of the major courses in the programme with tangible benefits. International Council on Materials Education 2011 Article PeerReviewed Haseeb, A.S. Md. Abdul (2011) Implementation of micro-level problem based learning in a course on electronic materials. Journal of Materials Education, 33 (5-6). pp. 273-282. ISSN 0738-7989 https://icme.unt.edu/journal.html
institution Universiti Malaya
building UM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Malaya
content_source UM Research Repository
url_provider http://eprints.um.edu.my/
topic TA Engineering (General). Civil engineering (General)
spellingShingle TA Engineering (General). Civil engineering (General)
Haseeb, A.S. Md. Abdul
Implementation of micro-level problem based learning in a course on electronic materials
description Accreditation bodies for engineering education around the world have been advocating for the implementation of outcome based education. In order to achieve this effectively, engineering educators are increasingly adopting student-centered modes of learning. One such mode is problem based learning (PBL). In this paper experience with the implementation of micro-level PBL is described. Here one topic in a course on electronic materials at the undergraduate programme in materials engineering is taught using PBL. At the end of the course, students feedback is recorded to gauge the success or otherwise of this learning method. In general, student are found to be more enthuiastic in learning with PBL than in lectures. They appreciated to have, in the PBL, an opportunity to play the role of a professional engineer and to apply acquired kowledge to solve a particular problem. Student feedback reveals that PBL can be effective in achieving the programme outcomes (POs) that are not easy to achieve through lectures, such as those related to i) lifelong learning, ii) team work, iii) professional and ethical responsibility, iv) economic, social and environmental impact, etc.. Thus PBL can complement lectures in successfully implementing outcome based education. Implementation of PBL at the micro level, that is, for one topic in a course has been found to be fairly easy as it does not require any extra resources. Since converting the whole undergraduate programme into PBL can be a formidable venture, it is believed that PBL can be adopted for a limited number of topics in some of the major courses in the programme with tangible benefits.
format Article
author Haseeb, A.S. Md. Abdul
author_facet Haseeb, A.S. Md. Abdul
author_sort Haseeb, A.S. Md. Abdul
title Implementation of micro-level problem based learning in a course on electronic materials
title_short Implementation of micro-level problem based learning in a course on electronic materials
title_full Implementation of micro-level problem based learning in a course on electronic materials
title_fullStr Implementation of micro-level problem based learning in a course on electronic materials
title_full_unstemmed Implementation of micro-level problem based learning in a course on electronic materials
title_sort implementation of micro-level problem based learning in a course on electronic materials
publisher International Council on Materials Education
publishDate 2011
url http://eprints.um.edu.my/5501/
https://icme.unt.edu/journal.html
_version_ 1643687594034200576
score 13.211869

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