The University of Southampton
University of Southampton Institutional Repository

Using different and complementary teaching tools in project-based learning: application to civil engineering - courses on Soil Mechanics

Using different and complementary teaching tools in project-based learning: application to civil engineering - courses on Soil Mechanics
Using different and complementary teaching tools in project-based learning: application to civil engineering - courses on Soil Mechanics

This paper describes the use of different and complementary teaching tools on two consecutive courses on Soil Mechanics (on an integrated master in Civil Engineering). In these courses, project-based learning with collaborative or cooperative teamwork was implemented. The teaching tools adopted and described herein include text processors, spreadsheets and presentations, as well as specialized geotechnical software. The students' perceptions were collected using a questionnaire and the impact of those different tools on the students' perceptions are analysed. Some considerations for future implementations of similar approaches are put forward. The students' perceptions collected allowed concluding that using different and complementary teaching tools in project-based learning can be effective in promoting students' learning. The use of such tools may contribute to the development of both technical knowledge of students and of soft skills. For this case study, the results show that the students considered the computer tools useful in promoting and facilitating the construction of knowledge and in developing several competencies, i.e., in developing their learning processes. Nevertheless, a positive attitude and commitment by both the students and the instructors are essential to successful teaching and learning processes. Getting students on board, by discussing the aims of using specific strategies, is key to promote academic success. Therefore, students must be the centre of all the teaching and learning processes.

Computing tools, Perceptions, Project-based learning, Questionnaire, Soft skills
IEEE
Macedo, Joaquim
b447a57b-492d-4c43-9a06-ad3a2faa67df
Pinho-Lopes, Margarida
b7e5f7d6-90d8-48cc-b991-0495445fcea4
Macedo, Joaquim
b447a57b-492d-4c43-9a06-ad3a2faa67df
Pinho-Lopes, Margarida
b7e5f7d6-90d8-48cc-b991-0495445fcea4

Macedo, Joaquim and Pinho-Lopes, Margarida (2018) Using different and complementary teaching tools in project-based learning: application to civil engineering - courses on Soil Mechanics. In 3rd International Conference of the Portuguese Society for Engineering Education, CISPEE 2018. IEEE. 6 pp . (doi:10.1109/CISPEE.2018.8593494).

Record type: Conference or Workshop Item (Paper)

Abstract

This paper describes the use of different and complementary teaching tools on two consecutive courses on Soil Mechanics (on an integrated master in Civil Engineering). In these courses, project-based learning with collaborative or cooperative teamwork was implemented. The teaching tools adopted and described herein include text processors, spreadsheets and presentations, as well as specialized geotechnical software. The students' perceptions were collected using a questionnaire and the impact of those different tools on the students' perceptions are analysed. Some considerations for future implementations of similar approaches are put forward. The students' perceptions collected allowed concluding that using different and complementary teaching tools in project-based learning can be effective in promoting students' learning. The use of such tools may contribute to the development of both technical knowledge of students and of soft skills. For this case study, the results show that the students considered the computer tools useful in promoting and facilitating the construction of knowledge and in developing several competencies, i.e., in developing their learning processes. Nevertheless, a positive attitude and commitment by both the students and the instructors are essential to successful teaching and learning processes. Getting students on board, by discussing the aims of using specific strategies, is key to promote academic success. Therefore, students must be the centre of all the teaching and learning processes.

Full text not available from this repository.

More information

Submitted date: 21 May 2018
Accepted/In Press date: 27 June 2018
Published date: 27 December 2018
Venue - Dates: 3rd International Conference of the Portuguese Society for Engineering Education, CISPEE 2018: Changing Higher Education One Teacher at a Time, Creative Science Park – Aveiro Region. University of Aveiro, Portugal, 2018-06-26 - 2018-06-28
Keywords: Computing tools, Perceptions, Project-based learning, Questionnaire, Soft skills

Identifiers

Local EPrints ID: 422248
URI: http://eprints.soton.ac.uk/id/eprint/422248
PURE UUID: 538de9d1-cca9-41b2-adb7-351f5e98ea2a
ORCID for Margarida Pinho-Lopes: ORCID iD orcid.org/0000-0003-0808-6307

Catalogue record

Date deposited: 19 Jul 2018 16:30
Last modified: 07 Oct 2020 02:03

Export record

Altmetrics

Download statistics

Downloads from ePrints over the past year. Other digital versions may also be available to download e.g. from the publisher's website.

View more statistics

Atom RSS 1.0 RSS 2.0

Contact ePrints Soton: eprints@soton.ac.uk

ePrints Soton supports OAI 2.0 with a base URL of http://eprints.soton.ac.uk/cgi/oai2

This repository has been built using EPrints software, developed at the University of Southampton, but available to everyone to use.

We use cookies to ensure that we give you the best experience on our website. If you continue without changing your settings, we will assume that you are happy to receive cookies on the University of Southampton website.

×