An Innovative Interactive Platform Assisted Hybrid Problem-Based Learning Approach for Concept-Heavy Engineering Modules
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| Title: | An Innovative Interactive Platform Assisted Hybrid Problem-Based Learning Approach for Concept-Heavy Engineering Modules |
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| Language: | English |
| Authors: | M. R. Islam (ORCID |
| Source: | European Journal of Education. 2025 60(2). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Engineering Education, Problem Based Learning, Concept Formation, Energy, Scaffolding (Teaching Technique), Blended Learning, Educational Innovation |
| DOI: | 10.1111/ejed.70066 |
| ISSN: | 0141-8211 1465-3435 |
| Abstract: | A concept-heavy engineering module was offered to introduce the experience of solving full-scale real-world energy-related engineering problems within a classroom environment and prepare students to be professionally ready for the industry. The widely practiced hybrid problem-based learning (h-PBL) pedagogical approach was adopted for the first 2 years. Students' performance and feedback revealed that a limited number of practice problems and the verbal explanation in the reactive face-to-face sessions were insufficient for the students to understand and develop the energy performance enhancement solutions to the quality expected in the industry. This leads to creating an interactive learning platform as a scaffold to facilitate student learning. The platform allows the students to practice well-thought-out problems broken into smaller multiple parts, cause-and-effect questions, and simulate the effects of different design and operating variables using readily usable computer codes at their own pace. The platform offers instant feedback on mistakes and generates detailed reports on conceptual weaknesses and challenges, helping to pinpoint the areas that need focus during subsequent review sessions with students. The effectiveness of this innovative platform-supported h-PBL pedagogical approach was evaluated by comparing the performance of students who used the platform with the other students who did not use the platform. Chi-squared test and Cohen's d were used to compare the skills of heat and mass transfer analysis, cause and effect, identification of energy performance enhancement opportunities, and the development of the energy smart concept designs and control strategies. Statistical analysis affirmed a marked improvement in the quality of solutions produced by the students who used the platform. The solutions developed are closer to the standards expected in the industry. The platform-supported h-PBL pedagogical approach has transformed the dynamics of both learning and teaching for students and educators alike. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1472644 |
| Database: | ERIC |
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| Abstract: | A concept-heavy engineering module was offered to introduce the experience of solving full-scale real-world energy-related engineering problems within a classroom environment and prepare students to be professionally ready for the industry. The widely practiced hybrid problem-based learning (h-PBL) pedagogical approach was adopted for the first 2 years. Students' performance and feedback revealed that a limited number of practice problems and the verbal explanation in the reactive face-to-face sessions were insufficient for the students to understand and develop the energy performance enhancement solutions to the quality expected in the industry. This leads to creating an interactive learning platform as a scaffold to facilitate student learning. The platform allows the students to practice well-thought-out problems broken into smaller multiple parts, cause-and-effect questions, and simulate the effects of different design and operating variables using readily usable computer codes at their own pace. The platform offers instant feedback on mistakes and generates detailed reports on conceptual weaknesses and challenges, helping to pinpoint the areas that need focus during subsequent review sessions with students. The effectiveness of this innovative platform-supported h-PBL pedagogical approach was evaluated by comparing the performance of students who used the platform with the other students who did not use the platform. Chi-squared test and Cohen's d were used to compare the skills of heat and mass transfer analysis, cause and effect, identification of energy performance enhancement opportunities, and the development of the energy smart concept designs and control strategies. Statistical analysis affirmed a marked improvement in the quality of solutions produced by the students who used the platform. The solutions developed are closer to the standards expected in the industry. The platform-supported h-PBL pedagogical approach has transformed the dynamics of both learning and teaching for students and educators alike. |
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| ISSN: | 0141-8211 1465-3435 |
| DOI: | 10.1111/ejed.70066 |
