Project-based learning in Geotechnics: cooperative versus collaborative teamwork
Project-based learning in Geotechnics: cooperative versus collaborative teamwork
Since 2007/2008 project-based learning models have been used to deliver two fundamental courses on Geotechnics in University of Aveiro, Portugal. These models have evolved and have encompassed either cooperative or collaborative teamwork. Using data collected in five editions of each course (Soil Mechanics I and Soil Mechanics II), the different characteristics of the models using cooperative or collaborative teamwork are pointed out and analysed, namely in terms of the students’ perceptions. The data collected include informal feedback from students, monitoring of their marks and academic performance, and answers to two sets of questionnaires: developed for these courses, and institutional. The data indicate students have good opinion of the project-based learning model, though collaborative teamwork is the best rated. The overall efficacy of the models was analysed (sum of their effectiveness, efficiency and attractiveness). The collaborative model was found more adequate
70-90
Pinho-Lopes, M.
b7e5f7d6-90d8-48cc-b991-0495445fcea4
Macedo, J.
4703b8d3-1485-4b72-9037-36a13abde155
2016
Pinho-Lopes, M.
b7e5f7d6-90d8-48cc-b991-0495445fcea4
Macedo, J.
4703b8d3-1485-4b72-9037-36a13abde155
Pinho-Lopes, M. and Macedo, J.
(2016)
Project-based learning in Geotechnics: cooperative versus collaborative teamwork.
European Journal of Engineering Education, 41 (1), .
(doi:10.1080/03043797.2015.1056099).
Abstract
Since 2007/2008 project-based learning models have been used to deliver two fundamental courses on Geotechnics in University of Aveiro, Portugal. These models have evolved and have encompassed either cooperative or collaborative teamwork. Using data collected in five editions of each course (Soil Mechanics I and Soil Mechanics II), the different characteristics of the models using cooperative or collaborative teamwork are pointed out and analysed, namely in terms of the students’ perceptions. The data collected include informal feedback from students, monitoring of their marks and academic performance, and answers to two sets of questionnaires: developed for these courses, and institutional. The data indicate students have good opinion of the project-based learning model, though collaborative teamwork is the best rated. The overall efficacy of the models was analysed (sum of their effectiveness, efficiency and attractiveness). The collaborative model was found more adequate
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Accepted/In Press date: 21 April 2015
e-pub ahead of print date: 19 June 2015
Published date: 2016
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Infrastructure Group
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Local EPrints ID: 378182
URI: http://eprints.soton.ac.uk/id/eprint/378182
PURE UUID: cf309a67-6e74-483e-807c-1513ec58bbb0
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Date deposited: 29 Jun 2015 08:56
Last modified: 15 Mar 2024 03:46
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J. Macedo
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