SHS Web of Conferences
Volume 26, 2016ERPA International Congresses on Education 2015 (ERPA 2015)
|Number of page(s)||5|
|Published online||26 April 2016|
Findings from the implementation of project-based learning in civil engineering education
Department of Civil and Environmental Engineering, The Hong Kong Polytechnic University, Kowloon, 999077, Hong Kong
a Corresponding author: firstname.lastname@example.org
The primary objective of the implementation of teaching and learning methods is to ensure that students attain critical thinking and allroundedness with professional competence in civil engineering education. Students are tailored to develop abilities such as analytical, problemsolving and communication skills for solving real-life civil engineering problems. In particular, Design Project, which is one of the compulsory courses to be completed by final year degree students in Civil Engineering for the fulfillment of the degree requirements, is implemented through Project-based learning (PBL). The design project aims at enabling students to develop the first hand practical design experience before graduation. Students are required to apply their prior knowledge and engineering skills acquired in subjects of various disciplines of the civil engineering programme. Findings from the implementation of the PBL in this course are reported based on the views and feedbacks collected from the students. The issues related to the implementation of PBL such as student’s learning experience and student’s workload are also explored in the study.
Key words: Experiential learning / project-based learning / learning experience / learning outcomes / professional practice / theory-practice integration
© Owned by the authors, published by EDP Sciences, 2016
This is an Open Access article distributed under the terms of the Creative Commons Attribution License 4.0, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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