Cooperative learning in a soil mechanics course at undergraduate level
Cooperative learning in a soil mechanics course at undergraduate level
The implementation of the Bologna Process enforced a significant change on traditional learning models, which were focused mainly on the transmission of knowledge. The results obtained in a first attempt at implementation of a cooperative learning model in the Soil Mechanics I course of the Department of Civil Engineering of the University of Aveiro, Portugal, are presented and discussed. The students were confronted with situations recreating a professional atmosphere in Geotechnics. Mandatory project team assignments to be prepared in groups were implemented, where each student had to fulfil specific and rotational roles, namely, laboratory/informatics technician, analyst, reporter and coordinator. To assess the implemented model, several strategies were used: students’ feedback; marks monitoring; questionnaires.
cooperative learning, bologna process, civil engineering, competencies, outcomes-based education
119-135
Pinho-Lopes, M.
b7e5f7d6-90d8-48cc-b991-0495445fcea4
Macedo, J.
4703b8d3-1485-4b72-9037-36a13abde155
Bonito, F.
253e73c9-c2ed-4971-9282-672f21975c67
8 June 2011
Pinho-Lopes, M.
b7e5f7d6-90d8-48cc-b991-0495445fcea4
Macedo, J.
4703b8d3-1485-4b72-9037-36a13abde155
Bonito, F.
253e73c9-c2ed-4971-9282-672f21975c67
Pinho-Lopes, M., Macedo, J. and Bonito, F.
(2011)
Cooperative learning in a soil mechanics course at undergraduate level.
European Journal of Engineering Education, 36 (2), .
(doi:10.1080/03043797.2011.565115).
Abstract
The implementation of the Bologna Process enforced a significant change on traditional learning models, which were focused mainly on the transmission of knowledge. The results obtained in a first attempt at implementation of a cooperative learning model in the Soil Mechanics I course of the Department of Civil Engineering of the University of Aveiro, Portugal, are presented and discussed. The students were confronted with situations recreating a professional atmosphere in Geotechnics. Mandatory project team assignments to be prepared in groups were implemented, where each student had to fulfil specific and rotational roles, namely, laboratory/informatics technician, analyst, reporter and coordinator. To assess the implemented model, several strategies were used: students’ feedback; marks monitoring; questionnaires.
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Accepted/In Press date: 14 February 2011
Published date: 8 June 2011
Keywords:
cooperative learning, bologna process, civil engineering, competencies, outcomes-based education
Organisations:
Infrastructure Group
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Local EPrints ID: 374943
URI: http://eprints.soton.ac.uk/id/eprint/374943
PURE UUID: fd0c6414-40ea-4a1e-9fb4-513dd20791cf
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Date deposited: 09 Mar 2015 10:09
Last modified: 15 Mar 2024 03:46
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Author:
J. Macedo
Author:
F. Bonito
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